125 44 66MB
English Pages [244] Year 1991
The Art of Medieval Technology
The Art of Medieval ‘Technology Images of Noah the Shipbuilder
Richard W. Unger
< Rutgers University Press New Brunswick, New Jersey
Library of Congress Cataloging-in-Publication Data Unger, Richard W. The Art of medieval technology : images of Noah the shipbuilder / Richard W. Unger.
p. cm.
Includes bibliographical references (p. ) and index. ISBN 0-8135-1727-3 1. Christian art and symbolism— Medieval, 500—1500. 2. Noah’s ark in art.
3. Noah (Biblical figure)—Art. 4. Art and technology. I. Title.
704.9'484—dc20 91-2362 N8180.U54 1991
CIP
British Cataloging-in-Publication information available Copyright © 1991 by Richard W. Unger All Rights Reserved Manufactured in the United States of America
For Emily Unger
Contents
Preface xiii
List of Illustrations ix 1 Art and Technology: Noah the Shipbuilder ] 2 Ideas, Technology, and the Artist’s Task 15 3 Noah in Early Christian Thought and Art 29
4 European Shipbuilding Technology 30 5 Northern Europe in the High Middle Ages 62 6G Southern Europe in the High Middle Ages 87 7 The Renaissance, the Reformation, and Noah 107
8 The Decline and Disappearance of Noah 127
Index 161 Illustrations 169
9 Ideas, Artists, and Technology 142
Bibliography 147
List of Illustrations
1. Noah emerging from a sarcophagus, from the Domitilla Catacomb in Rome, possibly third century. 2. Apamea coin with Noah emerging from a sarcophagus, first half of the third century. 3. Noah building the ark, from Saint Peter’s Outside the Walls, fifth century. 4. Noah and workmen, from the Octateuch tradition, twelfth century. 5. The construction of the ark, from the Caedmon Manuscript, probably second quarter of the eleventh century. 6. Noah shaping a plank, from the Aelfric Paraphrase, ca. 1000.
7. Two panels depicting Noah, from the Salerno Ivories, eleventh century. 8. Northern European shell construction using clinker-building. 9. Inserting a rib in a shell-built Roman vessel, late second or third century.
10. Structural characteristics of four principal types of northern European ships in the early Middle Ages. A = Viking ship. B = cog. C = hulk. D = punt. 11. A fifteenth-century carrack. A full-rigged ship from the Low Countries by Master W. A.
12. “The Shipbuilder and His Wife,” by Rembrandt, 1633. 13. Noah shaping a plank, from the Millstatter Genesis, 1160s. 14. Noah shaping a plank while listening to God, from the John Rylands Bible, thirteenth century. 15. Noah listening and working, from the Saint Louis Psalter, ca. 1200.
1X
x LIST OF ILLUSTRATIONS 16. The shipbuilder working on a plank, from the Morgan Psalter, probably from the 1180s. 17. Noah building the ark, from the Huntingfield Manuscript, ca. 1210— 1220.
18. Noah receiving instructions, from the Munich Psalter, before 1222. 19. Noah working on a plank, from the Codex cursus Sanctae Mariae from the monastery at Louka (Moravia), between 1200 and 1230. 20. Noah seated in a box-like ark, from the thirteenth-century Oxford Psalter.
21. The story of the Flood, from a French psalter, ca. 1235. 22. The story of the Flood, from the Wenscelas Psalter, after 1253. 23. Noah building a woven ark, from manuscript M638, Pierpont Morgan Library, mid thirteenth century.
24. Noah and a helper, from the Bishop Alexander’s Frieze, Lincoln Cathedral, 1140s.
29. Noah using an auger, from an arch spandrel in the Chapter House of Salisbury Cathedral, last quarter of the thirteenth century. 26. Noah covering the ark with pitch, from a quatrefoil in Sainte Chapelle, Paris, second half of the thirteenth century.
27. Noah receiving orders and finishing the ark, from the Pamplona
Bible, ca. 1200. , 28. Noah wielding a hammer, from a Sigena Monastery fresco, early thirteenth century.
29. A keel as shown in the town seal of Bergen, Norway, thirteenth century.
30. Noah using a breast auger, from the Saint John’s Psalter, thirteenth century. 31. Noah building the ark, from the Velisav Bible, ca. 1340. 32. Noah fitting frames, from the Beatus page of the Saint Omer Psalter, early fourteenth century. 33. Noah using an ax, from the Jean de Papeleu Bible, 1317. 34. Noah using an ax, from the Queen Isabella Psalter, ca. 1305.
35, 36, 37. The story of Noah building the ark, from the Queen Mary Psalter, early fourteenth century.
38, 39. Noah building the ark, from the Holkham Picture Bible, fourteenth century. 40. Noah and his wife, Phurphura, from the 1894 Egerton Manuscript, late fourteenth century. 41. The shipbuilder shaping ribs, from a stained glass window in Chartres Cathedral, thirteenth century.
LIST OF ILLUSTRATIONS — xi
42. Noah felling a tree and dressing a plank, from a capital in Gerona Cathedral, twelfth century.
43. The workmen completing the ark, from a mosaic in the Capella Palatina, Palermo, ca. 1160.
44. Five workmen preparing planks for the ark, from a mosaic in Monreale Cathedral, last quarter of the twelfth century.
45. The story of Noah, from a mosaic in the atrium of Saint Mark’s Cathedral, Venice, thirteenth century.
46. Noah directing three workmen, from a mosaic in the Baptistry at Florence, late thirteenth century. 47. Noah overseeing seven workmen, from the Acre Universal History, ca. 1225.
48. Noah in the fresco at the Upper Church of Saint Francis, Assisi, late thirteenth century. 49. Noah standing in the ark, from a fresco in Decani, Serbia, mid fourteenth century.
50. The construction of a box-like ark, from the Sarajevo Haggadah Manuscript, ca. 1350.
51. Four workers completing the ark, from a Padua Antiphonary, late fourteenth century. 52. Five men working under Noah’s direction, from the Naples Bible, ca. 1360.
93. Noah listening to God, from the Hamilton Bible, fourteenth century. 04. The story of the Flood, from the Rovigo Bible, fourteenth century.
90. Noah receiving instruction, from a fresco in the Padua Baptistry, before 1393.
06. Noah commanding a large crew, from a fresco in the Camposanto Cemetery at Pisa, 1390.
o7. Noah discusses the project with a workman, from a fresco in the Collegiate Church of Saint Augustine at San Gimignano, 1367. 08. Ashipyard in Italy in the early fourteenth century by Paolo Veneziano. 09. Vatican Loggia Ceiling Fresco by Raphael, 1518 or 1519. 60. Meister Bartram’s Noah, from the Grabov Altarpiece, 1383.
61. Noah and the ark, from a Speculum humanae salvationis, second half of the fifteenth century. 62. Noah commanding twelve workmen, from the Bedford Hours, 1423. 63. Noah directing four workmen, from an illustrated Bible from the Cité des Dames Workshop, ca. 1412. 64. Noah in a shipbuilding yard, from a French Book of Hours, 1480s. 65. A ship under construction, from the Gotha Bible, ca. 1460.
xii LIST OF ILLUSTRATIONS
66. Noah overseeing the dressing of a plank, from the Nuremburg Chronicles, 1493.
67. Noah in the Augsburg Chronicle, 1496. 68. “The Building of Noah’s Ark,” by Guido Reni, probably 1608. 69. “Noah Constructing the Ark,” by Orazio Borgiani, 1615. |
70. Noah constructing the ark, from a tapestry by Willem de Pannemaker, 1563— 1566.
71. An engraving of God ordering Noah to build the ark, by Maarten van Heemskerck, 1558.
72. God speaking to Noah, from a woodcut by Joost Amman from the Bible of Feyerabend, 1583.
73. “Noachus Arcam Aedificat,” from an engraving by Melchior Kusel,
1679. |
74. “Building the Ark,” by DeVos, 1646. 75. Olando building a ship, from J. Benzon, Americae Pars Qvarta, 1594.
76. The Ark in Mathew Baker’s Fragments of English Shipwrightery, 1585.
77. Arks as described by six different authors, from the book on shipbuilding by Cornelius Van Yk, 1697.
Preface
Charles Wilson, the renowned historian of the European economy, is reputed to have said that history is making the past dull in order to get it right.
There is a great danger that in dissecting the way artists showed Noah builcliing ships in the Middle Ages and the Renaissance that some of the fun of the art, some of the play inherent in making pictures, has been lost. The task itself, though all too long in coming to fruition, has not been dull.
My work on Noah began as part of a search for new illustrations of ships and shipbuilding in the Middle Ages. In the process I found material both for my own study of the history of technology and for art history. What has emerged is an effort to understand how artists in medieval Europe understood and approached technical matters. The example of Noah the shipbuilder is no more than an example of the more general phenomenon. What I found was not consistent with what historians of technology, historians of ideas, or art historians have said in the past. In this case it may be that matters were more simple than they appear. The artists were influenced by what they saw, by what went on around them. The study of Noah relies very heavily on my earlier work on the history of Dutch and European shipbuilding in general. The examination of Europear shipbuilding was planned as a synthesis of new knowledge about the design of medieval ships from archaeological data and the economic history of the period. While the two may seem to those who know and appreciate ships to be a strained combination, the original motivation was to understand the sources of improvements in output in the economy. The improvements made a contribution to the long-term development of the European economy. The economic circumstances of the period also in
many instances directed shipbuilders and shippers in their choices of Xill
xiv PREFACE which technique to use. The result was an interplay of economic and technical forces that led to long-term improvements in ships and the continuing presence of a wide range of techniques, many old and some new. Most illustrations of shipbuilding in the Middle Ages prove to be pictures of Noah building the ark. By using Noah as a guide to illustrations it
became clear that there was a pattern in the way that European artists depicted Noah the shipbuilder. The pattern, to the eye of the economic historian interested in technical change, turned out to be based on the way ships were built and the way shipbuilding was organized in different parts of Europe. Over the years I have tested my conclusions before and with a number of others working on the Middle Ages. I am indebted to the organizers of the meeting of the American Historical Association— Pacific Coast Branch and especially to Mavis Mate for giving me a first opportunity to air my views. The program committee of the College Art Association and specifically Isabelle Hyman and Carol Lewine were kind enough to allow an historian into their midst and to give me the best possible forum for trying out my ideas. The receptivity of the program committee and of art historians in general should serve as an example to other disciplines. The method of presentation is borrowed largely from art history. Since I
am not trained as an art historian it is difficult for me to duplicate that approach. A number of friends and colleagues have, through the years, given me a chance to learn something of art history from excellent teachers. Ruth Mellinkoff and Walter Horn, members of the Medieval Association of the Pacific, have been my mentors both in print and in person. I am
especially grateful to Ruth Mellinkoff and also to Christian VillainGandossi for comments on an earlier version of the manuscript. In the history of technology and maritime history I owe a great debt to the late Lynn T. White, jr., the late Archibald Lewis, and Tim Runyan. Sarah M. Horrall has been a helpful correspondent. At the University of British Columbia the annual Medieval Workshop has for two decades been a fertile ground for learning about the work of medievalists in many disciplines and especially in art history. Janos Bak
introduced me to the implications of art for politics and thought in the Middle Ages. Sharing teaching with Mary Morehart has been both a pleasure and extremely helpful. Marc Pessin has always been very willing to offer comments and suggestions. The original research on the iconography of Noah was only possible because of the Index of Christian Art. The presence of that excellent catalogue of medieval art, its organization and the high standard of scholar-
PREFACE xv ship that it represents, is the only reason studies such as this one are feasible. I am especially grateful to Rosalie Green, to Ira Ragusa, and also to the staff at the Index in Princeton for their support and assistance while
I was there and in subsequent years. I have also had the assistance of Nancy Bonacich and others who kindly gave me access to the copy of the Index at University of California—Los Angeles when it was necessary to do some further work. Because of many other burdens and projects the research on Noah has been done in stages and often with the help of research assistants. They have each brought their own unique talent and knowledge to bear on the problems. They can never be thanked properly for their efforts in finding new material and explaining the mysteries of art historical citations. Jill Wade laid the groundwork in the early stages. In the middle of the project Barbara Lewis searched for some new material on pictures of the patriarch. Pat Anderson had the task of dealing with all the loose ends and going through the art historical literature. Helen Jones helped in producing an
interim version. Shannon Parker is responsible for many of the details seen to for producing this final result. All were of great help; it is certainly true that I completed the project only because of their assistance. The University of British Columbia (UBC) supplied the funds to send
me to the Index of Christian Art and to pay for part of the salary of the research assistants. The remaining funds came from the governments of Canada and British Columbia. The research support of UBC and funds administered by it has been the only source of funding for work on this project. It is a case of sustained support in small sums over a number of years, yielding extensive and positive results.
The efforts of these scholars and assistance could not save me completely from the errors of a neophyte. My skills remain, despite all the effort, those of an economic historian. All those who offered their expertise and aid are exonerated from the errors of omission and commission. Also exonerated are my wife, my daughter, and my friends, who have tolerated talk of Noah for much too long. My gratitude to them all can only be partially repaid through this book. Vancouver, British Columbia, Canada April 15, 1991
The Art of Medieval Technology
Art and Technology: Noah the Shipbuilder
Evxamining the medieval illustrations of Noah building the ark yields diverse, valuable, and often unexpected results. The number and variety of those illustrations is small but, despite the scale and scope of the corpus of medieval works showing the patriarch building the ship, the images can help in understanding a great deal about the Middle Ages, about the history of technology, and about the relationship between art and technology. The pictures demonstrate not only the close and complex connection between what artists do and what technologists do, but also the character, quality, and value of art as a source for the history of technology. They represent part of a much larger pattern of change in the way artists showed technology. Most important, though, the pictures reveal the sources of inspiration—the reasons for the choices made by artists when they depicted
technology, or for that matter when they depicted anything—in the Middle Ages. The marriage of technology and art both pre- and postdates the Middle Ages. Technologists do not normally set out to create works of art, and nor do artists normally set out to illustrate technology. Yet both end up doing
exactly that. The ties between art and technology are so strong that not even scholars can sever them. The intimate nature of the relationship makes the discussion of art and technology extremely difficult. The two are simply too closely intertwined, a situation especially obvious in efforts to discuss art as a source for the history of technology.
Depictions by artists generally provide the principal source for the history of medieval and early modern European technology. Illustrations are absolutely vital to the study of the evolution of European shipbuilding. Thanks to many sources it is now known that European ship design ]
2 THE ART OF MEDIEVAL TECHNOLOGY
went through major changes in the course of the Middle Ages. That evolution was critical to the long-term economic and political development of medieval and early modern Europe, in some cases in a dramatic way. New information has been added from other sources but the base for any understanding of the development of ships, and for that matter virtually every other technology, is the images created consciously or unconsciously by artists. These pictures of ships also serve as an excellent example of the long-term development of the approach to depiction of technology among artists. Nevertheless, as with any source there is the constant question of how reliable it is. Consideration of this problem raises the related issue of the nature of the inspiration of artists who depict technology. Technical change did inform medieval art. The long popular view that there was no technical advance in the Middle Ages has now been put to rest; it is time also to give up the idea that artists were not conscious of the
technical change that was going on around them. The ideas that circulated among theologians and philosophers certainly informed what artists did. The development in those ideas must be explored in order to understand changes in style, both in general and in the way artists dealt with particular topics. The traditions of art, the past practice, informed what artists did as well. Earlier models or earlier artistic programs have to be explored to find potential models, to understand what artists may have had in mind. Noah carried symbolic meaning for medieval thinkers and so for artists. The iconography of Noah, the role of Noah as a symbol, is just a small part of what can be found in going through the series of pictures
of the patriarch at work in creating his ship. In addition to influential ideas and past practice, developments in technology informed what artists did, although the artists themselves may often have been unaware of such influences. As a bonus, and probably without being aware of it, artists also showed the changes in social relationships that grew out of those changes in technology. The study of illustrations of Noah building the ark may be a good example of what can be gleaned from the analysis of medieval artistic representation of technology, but it is also a good example of all the pitfalls and dangers involved in that analysis. It is difficult to discuss the numerous facets of the study of pictures of Noah separately or in isolation. All the
varied aspects of the study of art history and the history of technology must be kept in mind while looking at each of the efforts by medieval and Renaissance artists to show Noah building the ark. It is equally necessary to realize how intertwined each aspect of the study is with one or more of the others. If nothing else, the history of the way artists dealt with Noah as
NOAH THE SHIPBUILDER 3
a shipbuilder makes obvious the interdependence of the two worlds of art and technology. The productive examination of images of Noah the shipbuilder is possible only because of earlier work on European shipbuilding. Archaeology has contributed significantly to knowledge in recent years. It is now clear that an interplay of economic and technical forces led to long-term improvements in ships and the continuing presence of a wide range of techniques, many old and some new. The process of identifying the technical changes in European ship design from the early Christian era down to the final days of sailing ships requires careful examination of the many surviv-
ing illustrations of ships. Oddly enough, the number of illustrations of shipbuilding quite generally is, in contrast, rather small. Most of these pictures, it turns out, are pictures of Noah building the ark. The illustrations
show that there was a pattern in the way that European artists depicted Noah the shipbuilder. The pattern was based on the way ships were built and the way shipbuilding was organized in different parts of Europe. To examine the pictures of Noah building ships is, for most scholars, to identify the meaning of such works. Such iconographical studies carried out by art historians lead them to try to find out as much as they can about related works and about history, literature, mythology, and folklore (Mellinkoff 1970, vii). To grasp what artists were doing it is necessary, in the traditions of art history, to examine ideas about Noah among intellectuals, churchmen, and scholars, as well as ideas about Noah in popular culture as they showed up in medieval drama. It is, however, equally necessary to know about the way shipbuilders built their ships during the Middle Ages and the Renaissance in order to grasp what artists were doing. All this evi-
dence marshalled together should support the hypothesis that artists did illustrate technology, that despite their many other goals they showed Noah building ships as they were built at the time the artist worked.
Art and Technology: The Connection The tie between art and technology is such a strong and unbreakable one that it is virtually impossible to define one while ignoring the other. It is not just the influence of one on the other, though there has been and remains strong influence in both directions. Artists turn to technology for tools of expression as well as inspiration. Technologists turn to artists for ideas and for the identification of problems to be solved. The connection between the two is much more than that, however. The bond is forged by the similarity of the artistic process to technological activity. The creation
4 THE ART OF MEDIEVAL TECHNOLOGY
of a work of art is an act of a technologist. If the act were a commonplace one, if the artist just did what many people can do and do in fact do ordinarily, then the result would not be a work of art. The development of a new artistic style must be an illogical act of discovery, out of the ordinary, generated by “aesthetically motivated curiosity” (Smith 1981, 325) and
that act is the same for the technician as it is for the artist. “|T]he attitudes, needs and achievements of artists have provided a continuing stimulus to technological discovery and, via technology, have served to bring to a reluctant scientific attention many aspects of the complex structure and nature of matter that simplistic science would have liked to ignore” (Smith 1970, 494). Technology—often without the technologists being conscious of doing it—generates works of art. The distinction between improving ways of doing things and creating beauty is, perhaps, only to be found in the purpose originally laid down for carrying out the task. Technological advances are more likely to come in an environment where beauty matters. Technicians have often tried to beautify, to make more appealing what is only utilitarian, and in the process have made things for humans to enjoy. In the process they have come close to that imaginary line that divides technology from art (Smith 1970, 500—501, 527-528; 1979, 32, 37; 1981, 325,
330). One might go even further: “the engineer has found a rewarding inner satisfaction in artfully creating his works, with limited tools and limited know-how in the face of the infinite complexity and power of nature,
in order to solve the problems society has thrust upon him.” (Hughes 1964, 2). The tendency of the late twentieth century to see technology as the application of science in order to solve immediate problems ignores a critical distinction in the approach of scientists and applied scientists. Both artists and technologists think quite differently from philosophers
and, therefore, differently from scientists. “In specific cases it can be shown that technologists display a plastic, geometrical, and to some extent non-verbal mode of thought that has more in common with that of artists than that of philosophers.” (Layton 1974, 36). Aristotle noticed the affinity of art and technology, and throughout the Middle Ages and the Renaissance there was virtually no distinction between the two. Not only did the same individuals often practice both art and technology, they borrowed from one activity for the other. That connection continued up to the sixteenth century, when specialization took hold and the art and the artist
began to become separated from technology and from science (Gille 1969(a), 21-22). The rift between art and technology grew in the follow-
NOAH THE SHIPBUILDER 5 ing years, and finally the connection was all but lost with the Industrial Revolution. Until the advent of the Industrial Revolution the subject of labor played
only a minor part in European painting. The first industrial themes turn up in paintings during the Reformation and largely in the Low Countries. Scenes of ordinary life became acceptable, including still lifes and landscapes, sometimes depicting men at work, along with the machinery they used. In many instances the artisans were put in classical surroundings, which remained a practice from the sixteenth century through the nineteenth. At the close of the eighteenth century, though, painters such as Joseph Wright in England, Pehr Hillestrém in Sweden, and Leonard Defrance in the Low Countries brought industrial themes into the orbit of fine arts (Klingender 1968, 51, 55-63). With the rise, first, of an industrial society, and then one dominated by technology, artists no longer sought beauty or even meaning (Ellul 1979, 805). Since the Industrial Revolution painters, musicians, poets have rejected the machine and have sought instead to use art to assert individuality and the strength of the human spirit in the face of the advance of technology (Mumford 1986, 350). Though impelled to give a sense of order to what they do by the growing and pervasive penetration of scientific thinking, artists have resisted and, after exploring possible reconciliation with technology, declared art to be a lofty activity above and opposed to the deforming character of industrial labor and the machine (Ellul 1979, 808-811). They have also asserted their independence. The independent artist, with complete freedom to create untrammeled by any other force, is an ideal pursued and idolized since the sixteenth century (Bell 1976, 16—17). Since the late eighteenth and especially the mid nineteenth
century the tendency has been to move further away from and even to reject industry. In the twentieth century the divorce has become almost complete. Most artistic representations have lost all documentary value. The ends and goals of society have been swamped by the means of reaching those goals, by the technology itself. Many theorists of art maintain
that in the process art itself has become devoid of a sense of purpose. Without goals there is no longer a teleology of art (Ellul 1979, 827; van Beylen 1961, 150).
The study of the history of technology confirms, however, that the divorce of art and technology is a product of developments since the Industrial Revolution. In the past, in the years before mechanization and mass production, the two shared a thriving union. In folk culture there was a
6 THE ART OF MEDIEVAL TECHNOLOGY
close relationship between the tools and the aesthetic sensibility that guided both art and technology (Ellul 1979, 821). The Greek term techné did not distinguish between the production of symbols and the production of practical objects (Ovitt 1987, 9-10). The idea that technology is simply applied science was just as inaccurate in the Middle Ages as it is now, but in the Middle Ages no one thought to utilize so narrow a category. “The conscious separation and classification of an activity or viewpoint as science, technology or art is recent and came about rather slowly.” (Smith
1970, 533). It would be wrong to impose this recent distinction on the past, especially on the period before the Renaissance, where such distinctions were not only unheard of but were, in every sense, wrong. The inseparable character of art and technology in the past means that “neither art nor history can be understood without paying attention to the role of tech-
nology; and technology cannot be understood without history or art.” (Smith 1981, 331). History of technology must depend on knowledge from
art but, equally important, history of technology has a contribution to make to the history of art.
The Discipline of the History of Technology: The Sources The study of the history of technology began during the late Renaissance with the first published lists of inventions, lists that included a wide range of discoveries. It was not until the end of the eighteenth century that such records became less purely taxonomic. After 1800 authors started
to produce more than just collections of reports on different inventions, writing general histories of technology in which they connected one discovery to others (Multhauf 1974, 1-2). It was biographers of inventors and
engineers or economic determinists who typically produced these early works (Hughes 1964, 1). Throughout the nineteenth century the greater interest in technology in general, the growing interest in history among some technologists, the efforts of archaeologists and technicians to reconstruct ancient technology under the patronage of prominent figures such as Emperor Napoleon III, and, lastly, the effort of some writers to expand the history of technology into something global, all led to the integration of the field into larger efforts to understand the past. At the end of the century this led to the opening of museums devoted to the history of technology and publications to go with them. While there was little enthusiasm for a study of earlier techniques after the First World War, after World War II history of technology enjoyed new popularity and finally emerged as a dis-
cipline. The post-1945 exuberance was expressed in the founding of a
NOAH THE SHIPBUILDER- 7
number of museums and journals, in the publication of a series of general histories of technology, and most of all in new directions taken in the field (Gille 1978, 5—8). On the one hand there has been a successful effort to discredit the view that technology is applied science, since only scientists can and have expanded knowledge (Layton 1974, 31—33). On the other there has been a less successful effort to find the sources of advances in technical knowledge, and to find them not just in acts of individual ge-
nius. At the same time the field has expanded. The history of “technological change is not [any longer] the history of machines but the whole
history of human beings adapting, and adapting to, the natural world.” (Ovitt 1987, 49).
Historians of technology now seek to escape the older approaches of collecting and cataloguing inventions and of economic history, which imposed its own methods and themes. Both approaches failed to comprehend fully the evolution of technology, either the sources of change or the implications of change. In its new form in the late twentieth-century history of technology seeks to understand the internal logic of technical change (Daumas 1976, 95-100; Gille 1978, 22—23). Only in that way can it escape from its older limitations and also begin to assess and measure the social implications of technical change. After all, “[t]echnology is of no importance except as it becomes part of culture and society.” (Smith 1979,
34). To impute elaborate and enduring effects to political or economic events or changes is not novel in the study of history. To impute such effects to technical change is unfamiliar, and creates problems for historians of technology trying to make such connections in a reasonable and convincing way. The function of history of technology as it has evolved is now to establish a technical history of techniques, to evaluate the role of science in technical advance and vice versa and, lastly, to place technological activity in the context of other human activities (Daumas 1976, 89; Gille 1978, 4). To complete these tasks the first step is to understand technology, to
understand how men and women carried on their work. A necessary if burdensome precondition but a critical first step is the documentation of what actually did happen. Historians are faced, as a result, with the need to carry out certain studies because of the internal necessity of the field rather than out of a desire to answer pressing questions. Much of the work
of the historian of technology is devoted to understanding how things were done, to making sense of various sorts of documents. Sources may be
abundant but often their value to the history of technology has not been recognized, so that they have received inadequate scholarly treatment
8 THE ART OF MEDIEVAL TECHNOLOGY
(Hall and West 1976, 1-2). Much of the work is then of necessity antiquarian (Price 1974, 45), an antiquarianism that requires special and specific skills, as dictated by the character of the documents at hand. For the nineteenth and twentieth centuries documentation is both various and abundant. A society conscious of the importance of technology and concerned about the economic benefits—both public and private—to come from technical advance institutionalized the recording of technological change. For the Middle Ages the opposite was the case. Information about technology is incidental, either turning up accidentally in works devoted to some other purpose, or coming from physical objects, tools or products of those tools. Each type of source presents intractable problems of interpretation. Written works produced before about 1500 on technologi-
cal matters are notorious for their unreliability. Early medieval texts tended to repeat late classical works. Later, writers tended to produce recipe books and, at best, short treatises devoted to a single topic (Gille 1978, 80-81). Technologists are not known for their literacy even in the twentieth century. In the Middle Ages such men typically relied on others to record what they did, so that descriptions, if they exist, are usually second- or thirdhand and often done by people who knew nothing about the technology. The chances of works on technology surviving were also slim, compared, for example, to books on ideas, including scientific ideas (Smith 1970, 528; 1979, 35). Scientific works were in Latin, while works on technology were typically in vernacular languages and thus were less likely to be read, circulated, and preserved. Since technological innovations were private property and could yield benefits to their owners there was initially no incentive to divulge or even to record that knowledge (Beaujouan 1975, 443-—444, 469). There are exceptions such as the treatise on painting, glassmaking, and metalwork produced in the early twelfth century by a monk using the name Theophilus. The work is realistic and detailed, and discusses many different processes. It is a recipe book, it is true, but it went beyond that tradition. It is not only a detailed and balanced manual, but also is designed to disseminate information, especially to young workers (Theophilus 1963, xv—xviii, xxix—xxxi). It is an excellent source, a document that has been a popular one for study, but it is virtually unique. Informative both about techniques and about the time in which it was written, it still stands virtually alone. Indirect sources such as poems or stories or tales of folklore or commercial documents can be extremely helpful as well. Generally they are highly reliable, ironically enough because the information is not central to the
NOAH THE SHIPBUILDER_ 9
authors’ purposes. Such sources must, however, be used with some care, since their purpose was other than to describe technology (Gille 1978,
88-92). Artifacts themselves are the most valuable and reliable sources in studying the evolution of techniques. The products of the machines or tools and the tools themselves can reveal a great deal about methods but also about the technician (Gille 1978, 97-98; Smith 1979, 36). At the same time the
effective interpretation and the proper methods for making such interpretations are difficult to establish. The archaeology of such artifacts, the simple task of determining what artifacts looked like and how they were used, often presents insurmountable problems.
Images as Sources in the History of Technology Illustrations are at one and the same time both the most abundant source of information about technology and the most problematic. The difficulties with using iconographic evidence are vast and diverse (Gille 1978, 92). The images often present questions that are impossible to answer. The sparseness of documentation on works of art, questions of dating, location, and influences makes it difficult to use the material. For example, artists typically traveled, making it often impossible to say what place the image was designed to represent. Artists influenced other artists, but establishing those influences reliably is rarely easy (Gille 1978, 92—95). Typically in the Middle Ages any illustration of a technical object was
incidental. The reliability of any image must be in doubt, since artists often did not comprehend what they were showing. The more complex the object, the less trustworthy the image. What interests the art historian in
the images may not be what interests the historian of technology. The latter ignores aesthetic considerations: a work can be highly prized for the accurate depiction of a tool or machine and be a poor work of art (Husa et
al. 1967, 12; Beaujouan 1975, 470). Images of interest to historians of technology have often not received the attention of art historians, the result being that some essential questions of provenance, filiation, authorship, and even dating have not yet been answered. Works devoted solely to recording technical design first appeared in the tenth century in Byzantine manuscripts. The first time such illustrations appeared in the West is in the work of Villard de Honnecourt in the second half of the thirteenth century (Gille 1978, 95). After that books on technol-
ogy became more common. During the two hundred years after 1400 transmission of technology through memory and oral or manual teaching
10 THE ART OF MEDIEVAL TECHNOLOGY
came to be supplemented on a large scale by written works and also bv drawings or sketches. This came at the same time as the shift from written to printed works (Hall 1979, 47). The role of art and its relationship to technology changed in the process. Art now had a clear function. Artists were to transmit precise information, information it was difficult to present in other forms. In the sixteenth century only a few technical manuals with abundant illustration appeared, so that not many industries received the treatment that, for example, Agricola in his De Re Metallica gave mining or Biringuccio in his Pirotechnia gave metallurgy (Gille 1969a, 29-30; Hall and West 1976, 3; Klingender 1968, 57, 72). Works such as theirs, though, were certainly the models for the future. It was not really “until the sixteenth century that a significant body of technical literature written in the vernacular languages by and for workers and engineers began to appear in Europe” (Ovitt 1987, 166). As technologies became more complex the need increased for handbooks on a single trade or field, with precise information written in straightforward prose by a professional and with proper illustration (Rifkin 1973, xxixxii). By the closing years of the century extensively illustrated books began to appear which did more than simply summarize existing knowledge. They went further, communicating new information. A family of such works served to disseminate technical improvements in the following two centuries (Hall and West 1976, 4).
The establishment of the printing industry created both a method for reproducing accurate illustrations of technology and circumstances for the satisfaction of the expanding market for technical information. There was at the same time an increase in the accuracy of drawings of technical devices, aided by improved techniques, such as the use of woodcuts. Sub-
sequently, in the seventeenth and eighteenth centuries copper plate engraving permitted even greater delineation of all kinds of apparatus (Daumas 1976, 94; Husa 1967, 23; Smith 1970, 530—532). Illustrated books on technology found a market not only among practitioners but among intellectuals, lawyers, and bureaucrats. Producing such books was costly; only well-to-do dilettantes could afford to buy the books out of curiosity. Not surprisingly, the character of the market had an effect on the contents of the books. Authors, in addition to describing techniques, commonly justified what they were doing, explaining themselves to the powerful and wealthy. Treatises became more accurate both in illustration and description. They also became more self-conscious and thus more theoretical (Hall 1979, 48—52). Among many other things, “the Renaissance bridged the
NOAH THE SHIPBUILDER 11
gap which had separated the scholar and thinker from the practitioner” (Panofsky 1962, 134—135). Changes in technical literature reflected one
way in which that gap was bridged. Artists came to make a conscious effort to be accurate in depicting technical objects. The result was an art deeply effected by technology and an accuracy of illustration that makes art, at least from the seventeenth century, a much more reliable source of evidence for technical advance. The combination of changes in artistic representation and the development of accurate technical illustration makes the task of the historian of technology from the seventeenth century on, if not easier, at least very different. The depiction of the technology of ships is only one case, but an excel-
lent one for example, that demonstrates both the evolution in art and in technical treatises. While in the sixteenth century some artists might have taken pains to show ships accurately, others, for various reasons, exaggerated or varied the vessels in their works. A few artists in the Low Countries, for example, clothed their ships in ancient garb, surrounding the standard vessels of their day with Roman castles and ornaments. In the seventeenth century this changed. Some artists came to specialize in seascapes and former sailors such as the Dutch painter and drawer Reiner Nooms, who was also called Zeeman, depicted ships with an accuracy that could only come from having worked on board. Nooms was the first reliable maritime artist whose work is certain to be technically accurate. That
tendency toward accuracy eventually extended to all painters, whether specialist or not (van Beylen 1961, 126—140).
The tendency was even more obvious in technical treatises devoted to shipbuilding, works that first began to come off the printing press in the late sixteenth century. Manuscript works with sketches had been known for more than two centuries, but the first printed book, which appeared in 1587 (Tate 1941, 191-195), began for shipbuilding the process that had already started for other technologies. Shipbuilding and ship design were topics for scientific treatises, but there illustration was only incidental and often sketchy. Seventeenth-century books on shipbuilding were often descriptive, filled with line drawings of vessels of various types, some fan-
ciful but usually highly accurate. On the docks shipbuilders began to produce models of their ships before construction to help guide them in the building. They started at the close of the seventeenth century to trans-
late those models into draughts, sketches of the principal lines of the ships. This was both for their own use and in order that potential buyers might have a sense of what they would be getting. The development of the theory of shipbuilding, relying on mathematical
12 THE ART OF MEDIEVAL TECHNOLOGY
proportions and geometry, was the basis for the final change in illustration in the eighteenth century. Drawings now became standardized and idealized. By applying the theoretical advances of other scientists, men like the French physicist and navy inspector H. L. DuHamel Du Monceau could produce books showing how to draw plans and to use those plans to calculate important attributes of the final product. Frederick Chapman’s book on shipbuilding published in 1768 was, in a sense, the culmination of the process (Unger 1986, 21—23). Illustration was highly accurate and precise, but showed the principal physical properties of an idealized ship in
an abstract manner. It did not show what a ship in fact actually looked like. This was real industrial design—a product of the eighteenth century (Gille 1978, 97; Klingender 1968, 74). The evolution in works on shipbuilding reflected the change in knowledge about the trade. That evolution changed the character of illustration.
The Function of Medieval Art Art gained a different function and, in the process, a very different place as a source for the study of technology. Before 1500 art works did not show precisely what ships looked like or how they were to be constructed. The pictures were not to help in the building of ships, in developing plans of how to proceed. They were not even to satisfy a market for pictures of
ships. In the sixteenth and especially from the seventeenth century on men who sailed bought paintings, so that artists, commissioned perhaps to produce a picture of a ship, had to pay attention to the technology (van Beylen 1961, 124). For the medieval artist and for the consumer of art in the Middle Ages the picture of a ship or of any other technical object had a different function. Historians, therefore, have to exploit the images created by those medieval artists in different and more varied ways. In the Middle Ages it was not necessarily the purpose of art to recreate
reality. In the twentieth century the precise reproduction of what man sees is denigrated and often not even considered art. To be art a work must add something to the obvious, to what can be and is seen by anyone and
everyone; indeed it is this addition that makes a work art. But in the Middle Ages, and especially the early Middle Ages, artists had other purposes in mind. First, in the great majority of cases artists set out to show scenes from the Bible, to show events far removed from their own time. Since the Bible was not understood to be an historical work, there was no need to depict a concrete historical past. There was no sense of anachronism (Husa 1967, 12—14). Second, artists inherited the late antique
NOAH THE SHIPBUILDER 13 view that they were living in a world of symbols, where every object reflected imperfectly some perfect form. The search was not for the particular in an object but rather for its symbolic meaning. “Inevitably such a view of the world produced a shadow-art, an art that distorted natural forms the better to indicate their supernatural meaning.” (White 1978, 28) Art became otherworldly, introspective, contemplative. Its function was to educate and illuminate. There was a teleology of art, with each work carrying a message. Artists sought the glorification of God and self-perfection. This was true even of those engaged in sophisticated technical processes, such as Theophilus. Work and therefore technology typically appeared in an idealized, symbolic form. While this might not have been universally the case and was in fact not so throughout the entire period from the later Roman Empire through the fifteenth century, there was a surprising uniformity in the goals and purposes of medieval artists and thus a uniformity in the way they treated all aspects of technology, including the technology of shipbuilding. Since artists used technical objects as symbols, they did not have to depict them with great accuracy. At the same time, however, objects had to be recognizable as symbols. There had to be both some theological purpose in showing a technical object and at the same time some item in the world around them that would be recognized in the work by anyone looking at it. Thus art, though symbolic, did have to imitate reality in one way. While artists could take liberties, the essential form and essential relationships of complex or even simple technical objects had to conform enough to the known world so that their contemporaries could recognize and interpret the symbol. Artists did not try to recreate some objective measurable reality, at least not until the Renaissance, with efforts in that direction beginning possibly in the twelfth century. Even so, artists throughout the Middle Ages did rely on reality for their symbols. Those symbols when transferred to paintings, sculpture, or mosaics had to have a form and essential features that could be understood. Art of the Middle Ages can serve as a source for the history of technology for both obvious and seemingly perverse reasons. Illustrations often make clear the meaning of words and give essential information about the nature and functioning of equipment. The technical detail may be hard to interpret, especially for works from before the twelfth century, but the images are almost invariably better than descriptions in texts, which present their own more complex problems. Works of art have a value beyond the depiction of technical detail because the artists had in mind more than just showing how things worked.
14 THE ART OF MEDIEVAL TECHNOLOGY
Taking the history of technology in its broadest sense as the study of eco-
nomic, social, and intellectual change, medieval illustrations can help with understanding the social repercussions of technical advance. Such representational data also aids in assessing the effects of technical change
on ideas, especially ideas about nature and man’s place in the natural world. Man was condemned to work after being driven from the Garden of
Eden. Labor was Adam’s curse. As an essential condition of life, labor could and should have been shown in art. There was some reluctance in the earliest of Christian art to depict work, but the condemnation of humans to labor did become a favorite iconographic theme in the Middle Ages (Klingender 1968, 55-56; LeGoff, 1980, 76-77). Labor was thus worthy of attention for its symbolic value. The particulars of the labor, however, were of no interest (Ovitt 1987, 171—173): it was left open to artists how they chose to show labor and the tools people used to carry it out. A greater concentration on the part of artists on things, on objects of daily life, can and does demonstrate in the central and late Middle Ages a change .
in what Europeans thought was important (Dresbeck 1979, 97-98). The images of technology show, even more effectively than texts or even surviving tools, what people thought about technology.
Ideas, Technology,
and the Artist’s Task
Antists could not avoid the ideas about techné that circulated among thinkers in the Middle Ages. Theologians and philosophers discussed the place of the mechanical arts in the hierarchy of knowledge, the place of work quite generally in man’s role on earth, and, even more generally, the relationship of man to nature. Their conclusions in the long term shaped and formed artists’ decisions about what they did. The development in those ideas not only set the limits for artistic interpretation but also informed the style of art, both general and particular. Critically important to the depiction of Noah at work on the ark was, first, what thinkers had to say about technology in general and, second, what they had to say about Noah in particular.
Theology and the Mechanical Arts Technology was a topic of discussion among late antique philosophers and theologians of the Christian Church from almost the earliest days of the acceptance of Christianity in the Roman Empire. After all, God had created the world and the creative acts of people in some way mirrored that original act. As a result human productive activity always carried with it some religious significance (Chenu 1968, 40). Gradually the church developed an ideology of technology, an ideology that changed significantly over time. Manual labor might not have been a common topic among late antique intellectuals, but speculative thinkers did discuss the classification of sciences. Such attempts at classification necessitated answering the question of where to place the mechanical arts, that is technology, in the hierarchy of human endeavors (Beaujouan 1975, 438). 15
16 THE ART OF MEDIEVAL TECHNOLOGY
The goal of the Christian, and thus the purpose of Christianity, was salvation. Technology, along with everything else, was always subordinated to that concern. While Christianity did assert the ascendancy of man over nature, there was still the question of the form of that domination, the specific uses man was to make of nature. These ideas grew out of contemporary social and economic conditions, altering over time as the European economy was transformed, in part by advances in technology (Ovitt 1987, 16, 20, 86-87). The earliest of Christian monks made manual labor a part of their devotion. Their work was always to improve the religious life of the brothers, manual labor being subordinated in all cases to the opus Dei. Beyond that
the best that could be said for labor was that it served an economic function of keeping the monastic community viable (Ovitt 1987, 94-97, 100— 106; White 1978, 183—184). Monasticism, in its Benedictine form in the West, did understand work as a positive act and not something socially
denigrating. While it is doubtful that St. Benedict alone through his Rule was the cause of the change in thinking about technology that separated the classical from the modern world, monasticism did present theologians with an issue that perforce they had to confront, and confront in a positive way. Work was, no matter how one might look at it, practical activity, exterior or external to the soul. That undeniable fact placed it low in the hierarchy of human activity.
An additional degrading factor was found in the recognition that mechanical arts were usually practiced by ordinary people, people of the lower sorts. There remained some sense among writers of trying to distance themselves from trades and therefore from technology. There remained as well a parallel and reinforcing fear of technology, created in part by the aristocratic social origins of most monks. Their background separated them from mundane technical questions. Any anxiety in the face of technology was enhanced by its occultation, which went on through the early and high Middle Ages. Machines were often viewed as possessing magical powers, and Christian intellectuals were concerned that such magic might compete with the magic of their religion. For those same men there was also an apparent need to defend thinkers, the cultural leaders of Christianity, from work. What interest they showed in labor was typically incidental (Allard 1982, 15, 20—25; LeGoff 1980, 72, 108).
Augustine had a long-lasting effect on much of Christian thought, his
attitude toward work being no exception. The theoretical framework within which he formulated his assessment of the value of labor generated an ambivalent result. He saw labor as a good thing, but condemned cer-
IDEAS, TECHNOLOGY, AND THE ARTIST’S TASK = 17
tain arts as superfluous and possibly dangerous. He was able, however, to see a connection between material and moral progress: work was recognized as being superior to idleness, and with work it was possible to practice charity and thus generate spiritual benefits. For Augustine gaining sovereignty over nature was like gaining sovereignty over one’s intractable
self. Nevertheless, his view and that of other early medieval Christian writers was less one of domination of nature and more one of “cooperative partnership” (Ovitt 1987, 52—55, 85, 98-100; White 1978, 246-247). Through Boethius medieval thinkers inherited a classification of learning from the ancient world. Writers felt compelled to offer a hierarchy of the arts. Cassiodorous marvelled, as did Augustine, at what the mechanical arts might accomplish, but did not explore them or try to systematize them. Craftsmanship alone did not qualify an activity as a mechanical art since crafts were not subject to any particular set of rules, but were merely informal or traditional practice (Ovitt 1987, 111-114). For Augustine, as for
most other early Christian writers, issues surrounding technology were not perceived as important, which meant that there was little discussion of the place of the mechanical arts in this world. Other matters were much more pressing. Augustine and, following him, John Scotus Eriguena held that Creation had been instantaneous. From that fact they drew the conclusion that God was not a craftsman. God, therefore, could not be compared to a human worker, and the labor of a human being could not for them be glorified as an imitation of the work of God. Both inside and outside monastic communities, work was invariably subordinated to its function for salvation. In the ninth century there were at least the beginnings of some interest in agricultural technology as well as the first appearance of the notion
of mechanical arts, separate from and even perhaps equal to the liberal arts (LeGoff 1980, 80—81, 85—86; Ovitt 1987, 65—66, 115—117). It was not
until the twelfth century, however, that thinking about the mechanical arts was fundamentally transformed. The Church in the era after the Gregorian Reform established a greater separation of the roles of clergy and laity than ever before. In the long run, this led to an increase in the perceived value of a secular life. The con-
centration on the Eucharist, another change wrought by the Gregorian Reform, meant that God revealed himself in a specific way under precisely
defined conditions. This reduced the expectation that he would reveal himself suddenly in any object or event. The pursuit of the apostolic life brought religious men and women as well as religion into everyday life. Monasticism, and Christian thinking with it, was no longer completely
18 THE ART OF MEDIEVAL TECHNOLOGY
separated from daily secular activity and thus became less other-worldly (Bynum 1982, 9-12). These changes were combined in the twelfth century with the recovery of the works and ideas of a number of classical authors, most notably Aristotle. The influence of his logical precision led toa concentration on calculation and observation. If possible, rational and quantitative analysis were to precede action, a directive that included action by the artist as much as it did the technician or the thinker (Crombie 1980, 234-235). In the early twelfth century an increasingly rationalist, critical mode of thinking developed, a mode of thinking associated by scholars since the late nineteenth century with the school of Chartres and with a number of prominent theologians. There grew up in the period a new form of humanism, one probably not in fact localized to a single cathedral school but rather developed among a generation of European thinkers (Southern 1970, 61—85). Men such as William of Conches, Thierry of Chartres and Adelhard of Bath wanted to apply critical analytical thinking to all natural phenomena. They perceived themselves as generating an intellectual revolution (Stiefel 1985, 187-189). The transition from Romanesque to Gothic art, beginning around 1140, came just as there was among those men a change from an indifference to nature to an interest in investigating it more fully (White 1978, 23-27). Those who showed an increased interest in the physical world began to show an appreciation of technology and its potential for creating a better society. The change in view may well have been a product of the economic and technical advances made over the previous century or more that by the mid twelfth century had generated clear and obvious improvements in welfare. The changes in production and commerce altered material life, thus perhaps altering the way people thought about the world and in turn the ways they represented that world in art. God became a true maker of the world, an artisan, in the minds of many theologians, a shift in perspective that enhanced the significance of human productive activity (Beaujouan 1975, 438; Chenu 1968, 39—40; Dresbeck 1979, 91, 102—103).
One sign of that different understanding was the emergence and enhanced status of professional groups. These groups were in search of dignity and of assurance that what they were doing was not sinful, that their work would not lead to eternal damnation. The idea of labor as a positive means to salvation, and now labor in any form, gained rapid acceptance among the new professionals, merchants, traders, and craftsmen (Legoif 1980, 112—115). Labor, in the process, became secularized, no longer counted among the active concerns of the church. This was, in a way, a
IDEAS, TECHNOLOGY, AND THE ARTIST’S TASK 19
product of the new specialization, the new and much more extensive division of labor. In the twelfth century theologians clearly defined in their own minds the relationship between labor, technology, and society. Their conclusions were to have an influence stretching beyond the end of the Middle Ages (Ovitt 1987, 137-143, 149-155, 160—165). For one author, Bernard Silvester, who wrote in the mid twelfth century, matter was the central force in Creation. According to Bernard, God manifested himself through matter. Reform in the world was generated not only by the proper ordering of the elements but also through human accomplishment, through learning the secrets of nature (Stock 1972; 11, 233-235). While he was a unique thinker, Bernard was not alone among twelfth-century theorists in taking a new view of man’s role in the world,
in the relationship of humans to God and to nature (Stock 1972, 3—5, 64-65). Other contemporary writers, most notably John of Salisbury, defended the new learning and especially the trivium of grammar, rhetoric, and dialectic (Ovitt 1987, 134—136). With the rise in logical rationalism
came an increasing emphasis on the quadrivium, that is on geometry, arithmetic, music, and astronomy. This change certainly was not yet the modern science of the seventeenth century, but it did signal a new interest in nature, an interest that came in a different form. Hugh of Saint Victor (1096— 1141), writing at an Augustinian monastery in Paris somewhat earlier in the twelfth century, changed the classification of the arts handed down from Boethius and changed it permanently. No previous classical or medieval thinker had found a place for the mechanical arts in his division of learning. That was left for Hugh. For him mechanics was a form of knowledge that included all methods of the production of all things (Layton 1974, 33). In his Didascalicon he made the study of techniques, the perfecting of the mechanical arts, one of the four fundamental
divisions of philosophy. The mechanical he also called the adulterate, since it had to do with human labor (Hugh of Saint Victor 1961, 55—56, 62). In his system of the classification of all the arts Hugh set up seven mechanical arts to parallel the seven liberal arts (Lusignan 1982, 33). For
him the mechanical arts were textile and leather work; weaponry and manufacture in wood, stone, and metal; shipping and trade; agronomy and husbandry; game hunting, fishing and food preparation; medicine and the art of entertaining. He developed within those mechanical arts a trivium that had to do with external things and quadrivium that had to do with internal things (Hugh of Saint Victor 1961, 74—79; Rifkin 1973, xv).
The mechanical arts were indeed to mirror the liberal arts. In general— and not just for Hugh—ideas about the importance of techniques came as
20 THE ART OF MEDIEVAL TECHNOLOGY
much from contemporary events as from earlier thinkers such as Augustine, Boethius, and even Cicero and Aristotle.
Hugh and his fellow Victorines wanted to comprehend Scripture through the study of numerical relations and their symbolic value. That led him, among other things, to discuss at some length the problem of the shape and form of Noah’s ark (Beaujouan 1975, 438-439, PL 16/7, 627— 629). He seemed to be following the cosmologists from Chartres in his belief in the orderly nature of the universe, though the similarity may in fact be coincidental (Lusignan 1982, 39; Stiefel 1985, 194-195). Hugh and others did see the mechanical arts as a danger, since they might divert the mind away from loftier activities. For Hugh of Saint Victor one produced artificial works with the mechanical arts, reforming or transforming what was natural, adulterating nature. The transforming of nature required no contemplation. That view led some writers in the next generation, most notably John of Salisbury, to urge an education for aristocrats
that specifically excluded the mechanical arts (Allard 1982, 17-19, 25-29). Hugh of St. Victor regarded the mechanical arts as valuable because they relieved humans from necessity, freeing them to pursue more important things. The mechanical arts also had some intellectual value in and of themselves (White 1978, 246—248). The almost contemporary work of Theophilus carries some of the same ideas, ideas about the relationship between technical knowledge and theology (White 1978, 100—101). Writers for much of the rest of the Middle Ages continued Hugh’s classifica-
tion, thereby recognizing the value of technical knowledge. In the final analysis, though, for Hugh and the theologians that followed him, the mechanical arts and, for that matter, all learning still had as its primary function assisting in salvation (Ovitt 1987, 108—111, 117-121, 124-126). In the thirteenth century the positive view of science became a positive view of experiment as well. The scholar-craftsman gained a more impor-
tant role as cooperation increased between the learned and those who worked with their hands. There were now scholars of the mechanical arts who, logically, came more and more to appreciate technology. The world became more conscious of mechanisms and more men wrote in a way to suggest that nature was to some degree penetrable (Chenu 1968, 43-44). In his spirituality Francis of Assisi took an interest in the animal and natural world and so introduced among his followers a willingness to examine more carefully the physical environment. The world was not, he maintained, composed necessarily only of symbols that required interpretation; it was all right to examine nature to some degree, objectively (White 1978,
IDEAS, TECHNOLOGY, AND THE ARTIST’S TASK = 21
38—41). The tradition of Hugh of Saint Victor continued in a number of works, including that of Vincent of Beauvais, who carried on Hugh’s classification scheme. Roger Bacon, the most renowned of the experimental
scientists of the century and a truly unique figure, was concerned with improving human life through knowledge. The knowledge was to be technological and practical. He was interested in moving from theory to the specific, to the utilitarian (Allard 1982, 29-31; Beaujouan 1975, 441-— 442), so that there was a tendency for the sciences to move closer to technology (Gille 1969(b), 570). Despite Bacon’s best efforts, however, few manuscripts were produced on the mechanical arts, which in turn ham-
pered speculation about their nature and function (Lusignan 1982, 35, 46-47). The renowned thirteenth-century theologian and professor at the University of Paris, Thomas Aquinas, more than anyone else set the standard for the late Middle Ages. For him all natural and mathematical sciences were subordinated to metaphysics (Jordan 1986, 79; e.g. Thomas Aquinas 1963, 16—18). His understanding of the hierarchy of studies did rely, it is true, on Boethius. His devotion to higher matters, however, meant that even the liberal—let alone the mechanical—arts received little consideration. Even medicine and alchemy for Thomas Aquinas were relegated to a lower level than the liberal arts because they involved bodily activity and so related to the side of human nature that is not free (Thomas Aquinas 1963, 12). He believed that the liberal arts were not legitimate intellectual
pursuits in themselves, but rather were only preparation for taking up philosophical questions. Such rudimentary and obvious matters did not deserve his serious consideration (Jordan 1986, 42). It should be added that Thomas Aquinas gave the mechanical arts diminished status not only
because of their purpose but also because of the social status of the practitioners. Another natural philosopher writing in the thirteenth century, Robert Kilwardby, shared many of the same views. He wrote a description of the
ordering of all the arts and sciences, presumably on commission, with the work to serve as a handbook for younger fellow Dominicans. Though the divisions are similar to those of Hugh of Saint Victor, the work is original in taking up a variety of issues, including metaphysical issues, about aspects of each of the topics discussed. The work is also important be-
cause it is virtually the last of such treatises in the Middle Ages on the classification of the sciences. For Kilwardby the mechanical arts, like ethics, were part of the subdivision of human things called operative or prac-
tical. This gave the seven mechanical arts the lowest place in the
22 THE ART OF MEDIEVAL TECHNOLOGY
hierarchy (Weisheipl 1978, 478—480). Kilwardby did, however, urge closer
ties between practical and theoretical knowledge, between speculative and human matters. Changing economic conditions in the twelfth and thirteenth centuries led to greater recognition of tradesmen. The guilds they formed were both concrete manifestations of a recognition of their place in the social order as a separate estate, and institutions for them to use as agents to change the understanding of work from that of penance to that of a noble calling
(Ovitt 1987, 15-16, 42-43). The guilds chose patron saints to advance themselves spiritually as well as socially. Labor did not lose the mark of servility but it did gain something of the merit that comes with performing a worthwhile and productive task (LeGoff 1980, 68, 118—121). Yet the mechanical arts never did overcome the stigma of not being speculative, of being associated with the body and the physical world. They were evalu-
ated not in terms of their products, but rather in how carrying them out affected the practitioners. A secularization of the mechanical arts had started in the twelfth century, and though far from complete, labor could now at least be other than spiritual, communal, and inner-directed (Ovitt 1987, 127-129, 133-136, 162—163). By the end of the thirteenth century there was an emerging interest in nature, which showed up in a naturalism in art, as well as in a confidence in the power of humans to develop new techniques to solve their problems. A priest delivering a sermon in Florence in 1306 could say, “Every day new arts are discovered” (Cipolla 1980, 175). The confidence suggested in that observation generated in the Renaissance an even more positive view of technology. The Renaissance fascination with the classical past led to greater division than before between the speculative activity of the philosopher and the practical activity of the artisan (Cipolla 1980, 243). Architecture and engineering especially flourished, coming too from imitation of the great successes of the antique world. There was, over time, a merger of experimental science with the mechanical as well as plastic and visual arts. All such arts were seen to be carried out through the imposition of reason, of some form of analysis that preceded action. This analysis was to be made
through mathematics. There was an idea about, which came from the Pythagoreans through Plato, that nature had a mathematical order and that the natural order could be understood through the effective use of the intellect (Crombie 1980, 235-240). Technologists writing in the sixteenth century repeated the theological justifications of the twelfth and _ thirteenth centuries for what they were doing. At the same time they tried to
IDEAS, TECHNOLOGY, AND THE ARTIST’S TASK 23
show their own connection with the oldest of sciences, mathematics. They also made a great deal of their usefulness to society or individuals in society. In the fourteenth century, just as lay topics became more acceptable, so too naturalistic forms became acceptable for illustration. The search for precise relations, the search for simplicity in nature, led to an accuracy in depiction that gave artistic works a new value as sources of knowledge about technology (Husa 1967, 18—20; Rifkin 1973, xxxvi; Smith 1970, 034—537). Renaissance illustrations might well have been based on medieval traditions but they were much more numerous and were devoted to reproducing in pictorial form the technology itself (Gille 1978, 81-83). The introduction of Italian and Flemish realism to art, the insistence on perspective painting, made more illustrations better, though not necessarily in any artistic sense. They were better in that they showed what the technologist wanted to show. The illustrations could and indeed did transmit more information, and more accurate information, about their sub-
jects (Hall 1979, 53-57). The works that came from the cooperative efforts of artists and technologists supply accurate reports of how things were done. Such works effectively serve the antiquarian purpose of the historian of technology. That is even more the case with efforts from the seventeenth century and afterward, as men such as Francis Bacon, Robert Boyle, and many others tried to break down the distinctions between science, art, and technique, in favor of a unified pursuit of useful knowledge (Cipolla 1980, 244; Ovitt 1987, 23). Their efforts to reduce the gap between intellectuals and technologists were not completely successful, but they accomplished more than any of their predecessors from the classical or medieval past.
The Artist and the Value of Technology The pattern of change in theology and in theologians’ views of technology were not necessarily mirrored in the changes in the way artists dealt with technology. Other forces could be and were at work in directing artists. There were many traditions on which artists could draw, and not just
theological traditions, to influence the way they dealt with techniques. The virtue of temperance went from being the lowest to the highest of the cardinal virtues from the time of its recognition in the ninth century to the thirteenth. The transformation can be attributed to the belief in its value among the largely inarticulate aristocracy, to Aristotelian concentration on
the golden mean and to the gradual identification of temperance with
24 THE ART OF MEDIEVAL TECHNOLOGY
knowledge. By the fifteenth century artists’ representations of temperance showed her covered with symbols of recent technological advances such as eyeglasses, a clock and a mill. By the mid fifteenth century temperance was the preeminent virtue and had come to be clothed in the new technology of the Middle Ages. The change in the depiction of temperance does show, as the historian of technology Lynn White, jr. argued, that technology had come to gain new respect and a virtuousness unknown before in Europe and not known elsewhere in the world (White 1978, 187—203). The evolution of the depiction of temperance, the new and more positive attitude toward technology at the end of the Middle Ages, may coincide with a new and more positive view among writers. The evolution in what theologians said about labor and the mechanical arts in the twelfth and thirteenth centuries only slowly came to be reflected in what artists did with temperance, and for that matter with technology in general. The works of artists can, as in the case of depictions of temperance, show more than what appears in the manuscripts generated by speculative thinkers or even the recipe books of practitioners. There is more in the
illustrations than just the devices and methods people used. Developments in technology led artists to represent the world in the way they did just as changes in the economy led theologians to adjust their views of the mechanical arts. Whether they realized it or not, artists showed the changes in the relationship of the laborer to his work and his tools, which grew out of changes in technology. At the same time, and again perhaps without realizing it, artists represented the ideas people held about work, about technology, and about the mechanical arts. The vision presented by medieval artists may be more difficult to interpret, but it is as strong as that of the theologians. Using works of art as sources for an understanding of technology requires more than simply not taking too much for granted. The usual interdictions, the standard caveats about dealing with sources, though they do apply, are not enough. It is not possible even to expect medieval depictions
to yield the technical detail that comes from the technical treatises of the seventeenth century that were produced by the cooperative efforts of artists, technologists, printers, and publishers. Medieval artists typically were not intimately familiar with what craftsmen did. The craft they knew and understood was their own. Artists might have understood the functional meaning of an object, but the modern observer might not be able to perceive what went on. Originality was not valued the way it would be later in the Renaissance, so that even if an art historian can give an accurate date for a medieval work of art, that date may not be a correct one for
IDEAS, TECHNOLOGY, AND THE ARTIST’S TASK 25
the technology depicted. If the artist copied earlier depictions, now lost, the beginning date for the technology cannot be established with certainty from the art work. In assessing the use of visual representation as data for technological innovation, the two naive options of either saying that nothing can be reliable or that everything must be taken at face value are equally unacceptable (Husa 1967, 15—18). Since images are the best source for the study of medieval technology, much of what they have to offer has to be treated seriously. Nevertheless, a wide margin of error must be tolerated in the works of medieval artists who treated technical detail. “The importance of the cumulative nuance as distinct from a brutally clear and simple statement is what much of art is about” (Smith 1981, 385). The artist is not a slave to reality, but in the freedom created by his concentration on the symbolic rather than the realistic value of an object the medieval artist re-
vealed a great deal more than just how something worked. The incidental character of the depiction of technology often led the artist to show not only something about what was done but also how people carried on their tasks and how they perceived them. There are many such illustrations unknown to historians of technology because art historians have studied works for what the artist thought to be important rather than for what can be gleaned from the work about technology. Artists did, in their works devoted to Christian symbolism, reveal what they and their contemporaries thought of the value of technology, its place in society, and the economic implications of technology. The symbols can serve to clarify the meaning of ambiguous words, as well as help in understanding what people thought of themselves and how technology would change them (White 1978, 182, 185-186).
To understand medieval art, to comprehend the meaning of what artists showed both incidentally and centrally in their works, it is necessary to know about the history of technology. It is not a matter of finding out about the technology of painting itself. The concentration on the tools, the media, and the processes of art at the expense of an understanding of the content of art is indeed a result of technological advance in the years after the Industrial Revolution (Ellul 1979, 811-812). What an artist uses does, it is true, affect the way he deals with a subject, but the subject itself and how the artist chose to treat it is always the critical question for the historian of either art or technology. Only by knowing what the original object was like is it possible to assess what the artist did and to begin to understand his purpose. In the case of technical objects it is the raw material, the objects themselves, that must be appreciated in some sense, even a
26 THE ART OF MEDIEVAL TECHNOLOGY
superficial one, before it is possible to appreciate artists’ actions. Since medieval artists did not reconstruct reality but rather constructed something
unique in their art, they transformed reality in some way and for some purpose. Neither the way nor the purpose can even begin to be understood without some knowledge, preferably precise knowledge, of what that reality might have been.
The Example of Noah The example in this case is the patriarch Noah and how medieval artists showed him building a ship. The catalogue of depictions of Noah in the act of constructing the ark is not necessarily a long one but may, by its very nature, become unexciting. Works are included so that the list below can be virtually complete rather than because they are, by some measure, intrinsically pleasing. There are few medieval depictions of shipbuilding, but virtually all of them from before the fifteenth century are of Noah building the ark. Thus the catalogue given here is also a nearly complete set of images of medieval shipbuilding. It is rare to be able to draw together virtually all the depictions of one technical activity, of one form of work over a long period. The full range of depictions of Noah building the ark demonstrates how art changed and did not change over time. The varying style of representation follows in a general way the known phases of European art from the late classical period through the Renaissance. The catalogue establishes the relationship of each work to other works of its time, place, and style, and shows how artists relied on other artists, on their predecessors, in their treatment of this singular subject. There is a thread of continuity in the changing technology and the treatment of that technology by artists. There was also invention and originality among the artists who took up the problem of representing Noah building the ark. The catalogue isolates those novel artistic contributions. Changes in depiction also show how the technology of shipbuilding changed over time, since the art did reflect the advances in technology, as well as changes in the ideas people held about technology. In the twelfth century, when ideas about the mechanical arts and about
nature were changing, so too were the visual arts. Art was to achieve a likeness to nature, to be more objective (Stock 1972, 240; White 1978, 26—27, 29-37). The new view of nature and of God turned up in the work of many artists. Writers and theologians increasingly came to laud work in any form (LeGoff 1980, 61-64, 68—70; Ovitt 1987, 13-14). In late antique
IDEAS, TECHNOLOGY, AND THE ARTIST’S TASK = 27
art God the Creator was a fabricator, but as early as the tenth century he became more than that. Artists made him into a master mason, complete with compasses and a pair of scales. By the thirteenth century the scales disappeared but the compasses were the contemporary symbol for the en-
gineer (Ovitt 1987, 58-59; White 1978, 65-66). The idea of God the Clockmaker, which became a commonplace of self-styled scientists in the eighteenth century, was prefigured in medieval artists’ depiction of God measuring and building the world. Other figures went through changes, not as dramatic or as important. Joseph was unheard of in the early Middle Ages, but by the fourteenth century he was making the transition from being the butt of humor as the deceived husband to being a hard-working artisan and the patron of carpenters (White 1978, 184-185). Noah too went through a long-term change in the way artists chose to show him and what he did. The ideas of the classical world about work, about creative acts by people and God, and about Noah building the ark did not disappear in the early or high Middle Ages. The depictions of Noah throughout the Middle Ages recall those classical views. They also reveal the long-term shift in ideas about technology and about the relationship of people to nature. Noah, for example, did not miss the change to greater naturalism typical of the rise of Gothic art. Knowledge about ideas of nature and ideas of technology are extremely helpful in interpreting trends in artistic representation of technology. With Noah, however, what historians say about views of technology, gleaned from reading theology, is not consistent with what medieval artists did. They treated Noah differently, and the difference must be explained by the unique nature of the evolution of shipbuilding technology. Labor may have become secularized in the ideas and writings of the theologians of the eleventh, twelfth, and thir-
teenth centuries (Ovitt 1987, 201). That may have been a result of the changing context of work in the expanding economy of the period. The depictions of Noah do not reflect any such dramatic transformation in ideas. In the depiction of Noah, it was not merely a matter of mundane labor showing up in some theological context, such as was the case with the depicting of the labors of the month, a popular topic from the time of Charlemagne. Nor was it merely a matter of secular scenes put into some theological context by donors who were also craftsmen (Rifkin 1973, XXXiv—Xxxvi), though in fact Noah did receive that treatment, as, for example, a window at Chartres Cathedral reveals.
The artistic representations of Noah have something more in them than the evolution of European art and changing ideas about technology
28 THE ART OF MEDIEVAL TECHNOLOGY
and man’s relationship to nature. They also demonstrate the evolution of technology and the social relations transformed by that technological change.
Artists in medieval Europe could and did draw on a wide variety of sources of inspiration in treating the theme of Noah building the ark. This fact combined with the changes in ideas and in the technology of ship-
building make the study of illustrations of Noah constructing the ark a good example of what can be done with art for understanding the history of technology, and in turn what the history of technology can do to help in comprehending the art of the Middle Ages. The combination reveals, in turn, both how people in medieval Europe dealt with problems of getting jobs done and what those people thought about what they were doing.
Noah in Early Christian Thought and Art
Noah is one of the most popular Old Testament figures in Christian Art (Réau 1956, 2:1, 104). Almost every part of Europe, both East and West, and almost every period knew illustrations of the patriarch. One thing among many others that artists chose to show was Noah building the ark. There were three principal sources for the ways artists depicted Noah the shipbuilder. The first and the most important was what artists themselves saw in their own daily lives. The second was what theologians wrote, what they said about the place of Noah in Christian history. The third was past artistic practice, established artistic tradition. The combination of the
three sources produced the collection of more than one hundred separate western Christian illustrations of Noah building the ark from the end of the classical era to the seventeenth century. There was a pattern in those illustrations, a consistency dictated by the Bible story and by contemporary thought, but also by the way medieval shipwrights built their ships. While medieval artists did often follow tradition, the artistic treatment of Noah was more influenced by what contemporaries thought of him, by how they understood his place in history, in Christianity, in folk traditions,
in literature. With any individual depicted in medieval art, including Noah, the ideas held about them help to explain many of the features of the art. Thought created the framework within which artists could work, and set the limits for the influence on artists of contemporary technology.
The Biblical Noah All writers on Noah turned ultimately to the Bible. Noah first appears in
Genesis as the son of Lamech, the son of Methusaleh (5:29). Noah was 29
30 THE ART OF MEDIEVAL TECHNOLOGY
five hundred years old when he begat his three sons; Ham, Sham, and Japheth (5:32). God, seeing the wickedness of humans and the corruption of the earth, decided to destroy humans along, with the earth. Noah, however, was found worthy of being saved in the eyes of God. Noah is described as a just man, one who walked with God. God told Noah that He planned to destroy the earth and directed him to build an ark (6:5—13),
Fac tibi arcam de lignis laevigatis: mansiunculas in arca facies, et bitumine linies intrinsecus et extrinsecus. Et sic facies eam trecentorum cubitorum erit longitudo arcae quinquaginata cubitorum latitutdo, et tringinta cubitorum alititudo illius.
Fenestram in arca facies et in cubito cosummabis summitatem eius: ostium autem arcae pones et latere: deorsum, coenacula, et tristega facies in ea. That is the way St. Jerome translated Genesis 5: 14—16 in the Vulgate. It was in that version that readers in western Christian Europe were introduced to the building of the ark, from at least the fifth century on. The King James version of the passage is as follows:
Make thee an ark of gopher wood; rooms shalt thou make in the ark, and shalt pitch it within and without with pitch. And this is the fashion which thou shalt make it of: The length of the ark shall be three hundred cubits, the breadth of it fifty cubits, and the height of it thirty cubits. A window shalt thou make to the ark, and in a cubit shalt thou
finish it above; and the door of the ark shalt thou set in the side thereof; with lower, second and third stories shalt thou make it. God went on to tell Noah that he would establish a covenant with him. Noah was to enter the ark with his sons, his wife, and his son’s wives. God directed him to bring two of every sort of living thing into the Ark, a male and a female of each. They would be kept alive. God told Noah to gather all types of food that were eaten for himself, his family, and for the animals (6: 18—21).
God ordered Noah to enter the ark since, he said, he had seen that Noah was a righteous man. God then made specific the directive regarding, the animals of the earth: Noah was to take on board by sevens the male and female of every clean beast and by two, male and female, of beasts that were not clean. God promised that in seven days he would make it rain. The Deluge would last for forty days and forty nights, and would destroy every living thing from the face of the earth. Noah did as he
NOAH IN EARLY CHRISTIAN THOUGHT AND ART | 31
was commanded. The Bible reports Noah’s age as six hundred years when
the Flood began. The waters lifted the ark free from the earth and the whole earth was covered by the Flood to a depth of fifteen cubits. All living
things were destroyed and only Noah and those who went with him in the ark remained alive. The Flood lasted for one hundred and fifty days (7: 1-24). Seven months and seven days had passed when the ark came to rest on Mount Ararat. After a time Noah sent out a dove, but the bird could find no place to light and returned to the ark. Seven days later he sent the dove out again and the bird returned with an olive leaf, which Noah took to mean that the waters had abated. Seven days later he sent the bird out again and it did not return. Then Noah took off the covering of the ark and saw that
the ground was dry (8:4—13). God then spoke to Noah, telling him to bring his family out of the ark along with all the living things so that they could breed and increase their respective species. Noah did as he was told, and then built an altar and made burnt offerings on it (8: 15—20). Though there were different sources for the Biblical story of the Flood, in its final version it has a unity and a formal coherence. The epic tradition in the hands of priests was given dramatic movement, with rising chaos followed by a receding of the waters and then finally rest. The goal clearly was to inspire and involve the reader or listener. No matter the origins of the tale or the form it finally took, it was in this coherent and didactic unity
that medieval and Renaissance writers and artists learned about Noah (Anderson 1978, 29-38). The story of Noah ends in Genesis 9. God told Noah and his sons that they would eat meat and that they would be the dread of all animals. He again ordered them to breed abundantly, and made a covenant with them that there would never be another flood to destroy the earth, putting a rainbow in the sky as a token of this covenant (9: 1—17). There is one fur-
ther episode in the story of Noah, which frequently occurs in medieval representations in conjunction with depictions of the building of the ark. After the Flood Noah became a farmer and planted a vineyard. He got drunk on his wine and lay naked in his tent. Ham saw his father naked and told his two brothers; they then covered him, walking backward with the garment so that they did not see their father’s nakedness. Noah cursed Ham for what he had seen, saying he would be a servant to his brothers. Noah lived three hundred and fifty years after the Flood, dying at the age of nine hundred and fifty (9:20—29). Noah is mentioned again in the Bible, serving as an example of righteousness in the Old Testament (Exech. 14:14, 20; Eccl. 44:17). In the New Testament the theme is repeated (II Peter 2:5). He also functioned
32 THE ART OF MEDIEVAL TECHNOLOGY
as a man of exemplary faith (Heb. 11:7), but above all Noah was the example of one saved by God. The analogy of the coming of the Son of Man and the Flood is spelled out clearly in words attributed to Jesus when he spoke on the Mount of Olives (Matt. 24:36—39). Before the Flood eating,
drinking, and marrying went on until Noah entered the ark. Then the Flood came and destroyed all worldly activity; it would be the same, it was said, with the coming of the Son of Man. The same message is repeated in Luke 17:26—27. In I Peter 3:20—21 the author points out that Noah and his seven relatives were saved by water as is the case symbolically with
baptism, which gives people salvation through the resurrection of Jesus Christ. The Flood in which the world perished is mentioned again in I] Peter 3:6.
Early Exegesis on the Building of the Ark Early commentators on the Bible took the building of the ark as part of the larger story of the Flood and of Noah’s survival. It was logical that they saw Noah as a type of Christ. Early on Christians accepted the use of typology, the most completely developed aspect of biblical exegesis, which related the Old Testament to the New (Mellinkoff 1970, 66). Exegetes saw the Old Testament as prophecy, as allegory, and as typology, but the three approaches often merged into one (Tonsing 1978, 67—68, 81-82). The affirmation of the unity of the two parts of the Bible functioned as a reply to Jews. Behind this lay the theory that God’s counsel, unknown in the past, had now been made known in Christ (Lewis 1968, 112-113).
The Church Fathers set themselves the task of explaining what had happened historically and what Noah’s action represented. While in the second century A.D. there was as yet little concern for systematic exegesis of the Flood narrative, certain ideas did already recur, such as that of Noah being a righteous man (Guillaume 1981, 381—383), the Flood as a type of baptism (Daniélou 1956, 75—77; Daniélou [1947], 103—106), the Flood as a type of the end of time (Lewis 1968, 113—120) and Noah as prefiguring Christ (Tonsing 1978, 92, 97-98). Many of those themes that did recur among the Church Fathers found their origins in the work of the Hellenized Jew Philo of Alexandria (also known as Philo Judaeus), who wrote in the first half century of the Christian era (Goodenough 1962, 2—9 and passim). His was the first effort to explain what was said in the Bible through the methods of classical philol-
ogy. Philo interpreted Noah’s ark as a figure representing the body; the form of the vessel was like the human form and the windows were like the
NOAH IN EARLY CHRISTIAN THOUGHT AND ART 33
caverns of the senses: eyes, ears, nose and mouth (Daniélou 1958, 133—134, 143; Lewis 1968, 163; Tonsing 1978, 152—158). Using the same methods as Philo, early Christian thinkers searched for symbols in the Old Testament of what was to come in the New. Early in the third century Tertullian discussed Noah as a type of Christ. He went further, noting a first beginning with Adam, a second with Noah, and then the final beginning with Jesus Christ. During the same period
Cyprian even said that the story of Noah was a type of the Passion of Christ (Daniélou 1977, III: 300—301). His contemporary Origen and Am-
brose a century later both made Noah a second root of the human race (Daniélou [1947], 102—103). The former talked specifically of Noah prefiguring Christ (Lewis 1968, 158—160; Tonsing 1978, 185). Augustine in his De Catechizandis said that there were six periods in the history of the world, the first starting with Adam, the second with Noah, and so on until
the start of the sixth, which began with the arrival of Jesus Christ (PL 40.338). Philo of Alexandria long before had called Noah an end of things past and a beginning of things to come (Daniélou 1957, 85). Noah’s name means “rest,” a point repeated by a number of Church
Fathers, and this philological observation strengthened the analogy of Noah to Christ and Noah’s association with salvation (Stichel 1979, 20— 27). Though the Old Testament did not say that Noah preached, this activity was associated with him early, first in the New Testament and then by certain Church Fathers. The very construction of the ark was seen as serving as a proclamation for the need for penitence, so that Noah’s activity represented a type of preaching (Guillaume 1981, 383-384). The ark carried those who were saved and thus was like a sarcophagus. The ship as a female symbol, as the vessel completing the life cycle by carrying a corpse back on the waters of labor to the mother’s womb where the foetus floated in amniotic fluid, is a symbol that appears in a number of forms, both Christian and non-Christian (Schnier 1951, 60—63). It also can be found lurking in the symbolism of various burial practices found in both Judaic and Christian tradition. Philo had said that the ark was the image of the soul moving toward blessedness (Daniélou 1964, 67). The ark had a second and more important meaning for the early Church Fathers: it was a haven of safety, the vehicle for the saved. Since all outside were to perish, the ark prefigured the Church (Cyprian 1958, 100). The claim goes back to the beginning of the third century, and may have Greek or Jewish antecedents (Daniélou 1964, 58-67). It was repeated by Tertullian, Jerome, and Augustine, among others (Daniélou, 1956: 83; Leclerg 1924, 1:2, 2710). Augustine called the ark “a figure of the city of
34 THE ART OF MEDIEVAL TECHNOLOGY
God sojourning this world; that is to say, of the Church, which is rescued by the wood which hung the Mediator of God and men, the man Christ Jesus” (Augustine 1950, 516), The connection of the wood of the ark with the wood of the cross was a recurring theme, and there was a tendency to make every mention of wood in the Old Testament a symbol of the cross. Augustine went on to claim that the window in the side of ark signified the wound in Christ’s side when crucified, the way believers enter the church. Just as Noah built the ark, so did Christ establish the church as the only means to salvation (Bechtel 1911, 88; Daniélou 1964, 69-70; Guillaume 1981, 384-385). There were for these writers other particulars of the ark that were signs of the features of the church (Augustine 1950, 516). According to Jerome,
the variety of animals in the ark symbolized the variety of those in the church (PL 23. 185; 23. 247). The perils of the church in the world were seen by both him and Augustine as analogous to the waters of the Flood (e.g. PL 40. 334). For most, including Cyprian, Ambrose, Justin, Tertullian, Jerome, and Augustine, the waters of the Flood were the waters of baptism (Tonsing 1978, 167, 178-179). The major themes of the Church’s Flood typology were “a calamity to destroy the sinful world, a delay due to the mercy of God which corresponds to the present age, and the building of the ark—the church—in which some would escape to the rest given by the spiritual Noah.” (Lewis 1968, 170). Philo had been concerned about the measures of the ark, and both Ambrose and Augustine, like Philo, noted that the proportions were exactly those of man, the form in which Jesus Christ came (e.g. Ambrose, PL 14.387—388). Thus the ark symbolized matters relating to the soul’s salvation. The dove of the Noah story was seen as a symbol of the Holy Spirit, exactly like the dove that descended to Christ when he was baptized. The return of the dove to the ark, to the symbol of the Church, was seen by Tertullian and later Ambrose, Jerome, Chrysostom, and others as a sign of hope for a new life. “Of all Noachic themes propounded by Church Fathers, the idea of the Flood prefiguring Christian deliverance receives the most attention” (Tonsing 1978, 184). It is not surprising then that the
event was commemorated in a number of early Christian works of art (Lewis 1968, 162—175).
Incidentally, the Deluge story is a very old one: the Biblical story of Noah is apparently related to other such narratives not part of the JudaeoChristian tradition, including the Gilgamesh epic (Westermann 1974, 1, 563—564). In Akkadian, one of the two languages of Babylonia, the source of the Gilgamesh epic, the word for the type of wood used in building the
NOAH IN EARLY CHRISTIAN THOUGHT AND ART 35
vessel is gipar, which means a reed. The Arabic word is guffah. The connection with Mesopotamia explains why, in the Bible, Noah is said to have built his ship of gopher wood (Lewis 1968, 4, n. 1). An emendation of the Hebrew text suggested by the Old Testament scholar, Edward Ullendorff, that changes the pointing of the consonantal skeleton would eliminate the instruction to Noah to build small rooms, compartments, or bird’s nests in the ark. Instead the text would read that God told Noah to build the ark of
timber and then use reeds to finish the construction. The change in the reading does make the text internally consistent. Moreover, reed boats were built in the ancient Near East and papyrus boats are still used on the Nile (Ullendorff 1954, 95-96). Since reeds were certainly available when
the Bible was written, it would have seemed reasonable to talk about gopher wood. In the Septuagint the term is translated as quadrilateral wood, in the Vulgate, smoothed wood, but the King James version reverted
to calling it gopher wood (Cassuto 1961, 2:61; Murphy 1946, 79-81). While there may have been good philological reasons for the choice of the terms, the original Hebrew and the Latin translation caused some difficulty for illustrators in later centuries.
The views of the Church Fathers secured Noah a place in medieval Christian thought. By the end of the fourth century the Flood had an established place in Christian teaching. It was a sign of deliverance, followed by a new Creation, a new start for all people. Noah, like Christ, was the first of a new generation. Some of the early Christian theologians, especially those from Alexandria, meditated on the mystery of the geometry of the ark, but most were satisfied with simply interpreting the ark as pre-
figuring the Church, the Flood as prefiguring baptism and Noah as prefiguring Christ (Tonsing 1978, 194, 207-211). The discussion guaranteed that Noah would be seen favorably. Noah’s depiction in art was, however, not common and even less common was any depiction of his building the ark. The typological view perceived other events in Genesis 6—9 to be much more important. God’s announcement of his covenant with Noah, the entrance of the animals two by two, the ark riding out the Flood, the return of the dove with the olive branch, the exit from the ark, and the burnt offering were all more important in prefiguring events of the New Testament or in carrying a moral or spiritual message than was the job of building the ark. The themes
of resurrection and of the Last Judgment, perceived as critical in the story of Noah, not unexpectedly come little to the fore in the scenes of the construction of the ark. This focus helps to explain why when the actual construction did appear it was generally as part of a series of works about
36 THE ART OF MEDIEVAL TECHNOLOGY
Old Testament patriarchs or as incidental illustration of the book of Genesis. This late classical pattern persisted throughout the Middle Ages and the Renaissance. The exegetical method of the early church, the search for allegory, dictated the principal topics for artists, and Noah’s building the ark was not one of those topics. Although Noah was a center of discussion among Christian theologians in the second through the fifth century the interest in him waned in subsequent years. During the high Middle Ages there was among Christians a declining interest in the Old Testament. The focus shifted to the life and teaching of Christ and, after the twelfth century, to the life of the Virgin Mary. “Medieval attitudes toward the Old Testament can be described as confused, ambivalent, and often contradictory” (Mellinkoff 1970, 125). The value of the Old Testament came to be solely that it prefigured the New. Along with the rising interest in the New Testament, the Old became denigrated because of its association with Judaism, with Jews, and with the synagogue. The increase of anti-Semitism in the high Middle Ages
was reflected in a negative attitude toward the Old Testament and the principal figures in it. Moses, for example, was increasingly shown wearing the distinctive Jew’s hat, which must have created a negative response among Christian viewers (Mellinkoff 1970, 128-133). The same can not be said of Noah the shipbuilder, although he did always have a long beard, increasingly a distinctive features of Jews in the late Middle Ages, and he was once shown with a Jew’s hat. The general hostility toward Jews and the scholarly disinterest in the Old Testament meant that ideas about the place of Noah in Christianity remained largely unchanged from their earliest formulations. Heavy reliance on the early Church Fathers continued; there was little new from theologians to influence or direct artists.
Efforts to Show the Noah of Early Christian Thought The ideas laid down in Christianity’s early years certainly dominated
the understanding of Noah through the eleventh century and into the high Middle Ages. Those ideas in turn inspired or constrained artists in what they did, but there were other forces acting on them as well. The medium artists used placed limitations on what they could do. Often skills were poor, most notably in the early Middle Ages, so artists’ ideas had to conform to sometimes severe technical constraints. There were also artistic traditions established in the late Roman Empire that provided examples, patterns for artists to follow. Contemporary technical practices functioned as another source of inspiration, one that served to define for
NOAH IN EARLY CHRISTIAN THOUGHT AND ART 37
the artist how he was to deal with a biblical figure as much or more than what Jerome, Augustine or Chrysostom said. In the case of the depiction of Noah building the ark, shipbuilding practices informed the work of many artists. Medieval artists had no concern whatsoever for historicism. They did not want to recreate a picture of what life was like in the time of Noah, Christ, or any figure for that matter. For them as for the Christian typologists there might well have been an historical component to the Biblical texts, but the allegorical component, the moral and theological message, was much more important. The image was, in the first instance, to represent a type rather than the specific manifestation of the type. This is not to say that all medieval thinkers agreed on the question of realism or that medieval art always remained the same. Nevertheless, since most artists for much of the Middle Ages aimed at typological representation rather than at depicting the object within its historical context, they remained free to show the object in the form most familiar to them, the form it took in their own time. Visual representations of any form most typically reflected contemporary practice, not merely the clothes but also the equip-
ment and furnishings conforming to what was in common use in the artist's own days. Thus when depicting Noah building the ark, artists showed how shipbuilders built ships at about the time the work was executed. For details of technology, and especially technology in an unfamiliar field, artists would usually turn to what was around them. Caveats necessarily abound in making such an assertion. Artists did understand how contemporary clothes were worn and often how they were made, but usually did not understand what shipbuilders were doing or how ships worked. They were not interested in depicting precisely the practice of shipbuilding but rather in depicting generally the type of such work. Since medieval artists rarely understood accurate representation of any object—ships in particular—to be their primary or sole aim, illustrations of maritime and, for that matter, any technology are rarely unequivocal in meaning. Interpretation can be a serious problem (Farrell 1979, 227, 244). The lack of knowledge of ships among artists may have led them to stylization and conservatism. Moreover, their work may be much removed chronologically from the original inspiration (Farrell 1979, 238). This occurred often with mosaics, for example, which tended to be the result of many copyings. In the case of Noah building the ark the Biblical text did set some constraints on what artists could include. The ark had to have three stories, whether contemporary ships had three stories or not, because Genesis was
38 THE ART OF MEDIEVAL TECHNOLOGY
precise on that feature of the vessel. Despite all of the pitfalls in trying to extract information about technology from medieval works of art, it is still certain that practice on the shipbuilding wharf and the way artists showed Noah building the ark did conform loosely to one another. Great changes in the way ships were built and in the ways shipbuilding work was organized should have been reflected—albeit not necessarily immediately—in depictions of Noah. Thus knowledge gleaned from archeology about construction methods shipwrights used in the Middle Ages is of significant help in interpreting the iconography of Noah. Since Noah prefigured Christ he was akin to the Saviour in type. The ark brought salvation to the just person, salvation from the waters of the Flood; so too could the ark be a symbol of the salvation of the deceased. That is why for about one hundred years after the mid-third century Noah was a popular figure for paintings in the catacombs, and more significantly popular for paintings on sarcophagi. After that he slowly disappeared from works of art (Tonsing 1978, 29—30). Noah in the ark was one of the first pictures from the Bible that supplanted symbols such as fish and flowers in early Christian art. Undoubtedly Noah’s popularity was connected to his place in Christian thought. In the catacombs there are forty-one paintings and thirty-three representations on sarcophagi of the ark (Fink 1955, 39, 44—45). The ark was in fact allegorized as a sarcophagus, which influenced the choice of a box to represent it in all catacomb paintings. The Hebrew, Greek, and Latin texts all use words meaning box or chest to describe the ark. There is no question that the Biblical narrative meant a parallelepiped and not a ship (Cassuto 1961, 2:59—61; Tonsing 1978, 257-259). In one case, incidentally, the buried individual replaced Noah in the box (Pfister 1924, 15—16),
Noah lifting the lid of the sarcophagus recurs as a theme in the early Christian images (Fig. 1). The Old Testament analogue is clear: Noah lifted the lid of the ark after the Flood had ended and saw that the ground was dry (Genesis 8: 13). Allegorically this was precisely what the deceased
hoped to do, to have a new beginning (Fink 1955, 107; Lewis 1968, 161— 162). Noah thus was unquestionably a symbol of resurrection in the catacomb paintings (Morey 1953, 63).
The same motif appears in a series of coins from Apamea in Phrygia dated to the first half of the third century a.p. On the obverse the coin shows Noah and his wife in a box with their heads emerging (Fig. 2), There is a dove on the lid of the box and a second flying in with an olive branch. The Greek letters on the chest make it clear that the man is Noah (Fink 1955, 9; Mangenot 1912, 926). He and his wife appear again on the
NOAH IN EARLY CHRISTIAN THOUGHT AND ART © 39
same side of the coin, advancing forward. The depiction, just like those in the catacombs, follows Philo of Alexandria in understanding the figure of Noah as a symbol of one who escapes from the body to communion with God. The coins are consistent with and probably come from Hellenized Jewish sources (Goodenough 1953, 2: 119-120). The Apamea coin may have been copied from a mural painting showing scenes from the Old Testament. Since coins are highly portable it is not unlikely that the method of representation of Noah and the Old Testament events that came from the Jewish colony in Apamea had a direct effect on the early Christian art of the catacombs (Grabar 1951, 9-14; Tonsing 1978, 271—272). The character of contemporary Jewish art such as that at the synagogue at Dura in addition to the overwhelming proportion of Old Testament themes in the catacomb paintings further suggest Jewish influence on early Christian artists (Kraeling 1979, 399—400).
For some scholars the Noah of early Christian art is a symbol of atonement or penitence. For others Noah is a symbol of baptism. The former emphasize the ark as a symbol of the redeeming Church, and point to the appearance of Noah in pictures with Daniel and Job. Cyprian had
made the connection between the three in discussing penitence; some illustrations were indeed intended to show that Noah was a just and a penitent man (Tonsing 1978, 16—27). On the other hand Tertullian had noted the presence of the dove at the baptism of Christ in the Jordan, and thus the presence of the dove in pictures of Noah might serve to emphasize the connection with baptism, with individual renewal. Since early Church Fathers regarded baptism as the path of entry to the Church, the baptismal symbolism is logically connected to the symbolism of the Church (Franke 1973, 171—182; Hooyman 1958, 113—135).
The first Christian artists did not think of Noah as a shipbuilder, nor was the ark even a ship. There was little figurative art in the early Middle Ages, especially in areas removed from the orbit of classical cultural. The withdrawal from realism in art paralleled that in literature, artists and writers alike tending to deny the importance of man and replace it with the importance of God and life after death. The Church, to counter a variety of what it regarded as primitivism, replaced pagan realism with a mass of signs and symbols (LeGoff 1980, 91). This left little room for pictures of Old Testament patriarchs. One late Roman picture of a shipbuilder is known to have survived. It is a work in gold glass, a part of the drinking vessel sixteen centimeters in
diameter, dating probably from the third century and possibly from the late second. Broken, it was restored—not very well—in 1731 and is now in
40 THE ART OF MEDIEVAL TECHNOLOGY
the collection of the Vatican Library (Museo Sacro Inventory #345). It shows the builder, Dedalius by name, in the center, with six representations around him of carpenters doing different jobs with different hand tools. One is working with an adjustable bow saw, his board set on a trestle.
Another is seated using an adze. A third is using a bow-drill, another a hammer and chisel, and another a plane. Five of the six workers are young
men wearing tunics, which indicates that the sixth, who is holding the finished ship, is older. The inscription PIE ZESES was a contemporary toast and appears on glass work of all types of the period. The central figure is beardless, wears trousers and shoes, and holds a long rod that rests on the ground in his right hand. He was presumably a master carpenter or shipbuilder (Morey 1959, 23, pl. 16; Vopel 1899, 33-37, 80—82, 98). This specific work was not a direct inspiration to the artists who later did pictures of shipbuilders, but it does have many features that recurred in me-
dieval depictions of the trade. The tools in particular reappeared with varying frequency and in different forms throughout the Middle Ages in illustrations of Noah. Up to about 400 a.p., when Old and New Testament themes were put together in the same work, emphasis in Christian art was on the hope for
salvation, as in the case of the catacomb painting where Noah appears coming out of a box. Artists were concerned with depicting Old Testament
patriarchs who prefigured Christ (Bergman 1980, 5). While the ark was usually shown as a box, representing a sarcophagus, the fourth century saw a major change: the ark became a boat (Lewis 1968, 161—2). The first signs of that change come from a picture at El Baghawat, which showed the ark as a vessel (Leclerg 1924, 1:2, 2713-2715; 2723-2724, 2726). In the fifth century two separate sources or artistic traditions completely ab-
sorbed this change to understanding the ark as a ship. Unfortunately those traditions are only known from later sources. It is impossible to say with certainty what the inspiration was for the original works or to date them precisely. It is only possible to reconstruct what the first works may
have looked like, working back through intermediate steps from later examples. The two traditions formed the basis for a complete change in the treat-
ment of Noah. In both cases illustration was used to clarify and explain the Old Testament. The first is associated with manuscripts of the Octateuch and is known from some five surviving manuscripts all dating to the eleventh, twelfth, and thirteenth centuries (Dalton 1911, 464). That form had its principal impact in the East.
NOAH IN EARLY CHRISTIAN THOUGHT AND ART 41
The second is usually called the Cotton Genesis tradition after a Greek Old Testament from the second half of the fifth century. Done in Egypt possibly at Alexandria or at Antinoé, it contained some 500 separate episodes in 360 framed miniatures (Herbert 1911, 17—18; Morey 1953, 74—76;
Weitzmann and Kessler 1986, 30—35). “The CG [Cotton Genesis] cycle, with its dense sequence of miniatures presenting the story of Genesis in an elaborate iconography and authentic classical style, was a source mined throughout the Middle Ages. Especially during artistic revivals, in Carolingian Gaul, eleventh-century Amalfi, or thirteenth-century Venice, its imagery attracted artists intent on presenting the Old Testament text as a historical narrative. Each artist fashioned something new out of the materials quarried from CG” (Weitzmann and Kessler 1986, 43). The artists paid attention not only to the story but also to the theological significance of what they were showing. They also used extra-Biblical sources such as popular stories, some of which originated in Jewish traditions. The Cotton Genesis probably derived from some earlier work that had
more Jewish elements and fewer of the Christological features, which dated from after about 200 a.p. The style is Roman, with Old Testament figures clothed in Roman fashion. After being given to King Henry VIII of
England in the early sixteenth century the manuscript ended up in the collection of Sir Robert Cotton less than one hundred years later. A fire destroyed the manuscript at Ashburnham House in 1731 and only charred fragments and two copies of illustrations remain. Of the panel showing Noah building the ark only an area at the bottom of the page survives. The ark in the Cotton Genesis was represented variously as a box with a wicker
design and with zigzag lines; it has been suggested that the artists had access to a technical treatise on shipbuilding that provided them with guides to the technical details of Noah building the ark (Weitzmann and Kessler 1986, 6—7, 32—39), though such as assertion goes perhaps too far in its zeal to reconstruct a concrete context for the artist’s work. The Cotton Genesis had its principal impact in the Latin West (Bergman 1980, 12—13). The new approach to Noah and to Old Testament patriarchs was already known when the Cotton Genesis was finished, since the same sort of program had already appeared in the decoration of Roman churches. It was from those buildings that medieval Italy knew about the
major change in the late antique iconography of Noah building the ark. It was probably during the pontificate of Leo the Great (440—461) that the Old Saint Peter’s in Rome had a program of Old and New Testament scenes painted along the nave of the basilica. The church has long since
42 THE ART OF MEDIEVAL TECHNOLOGY
been destroyed, but surviving drawings and reports suggest that the depictions of patriarchs on one side were meant to show the prefiguring of Christ. The program of scenes showing sacred history from Creation, part of the same tradition as the Cotton Genesis, was apparently an inspiration for later church decoration. Such prominence would not be surprising given the importance of Saint Peter’s and its place as the goal of many pilsrims (Bergman 1980, 5—7). The mosaics that lined the fifth-century basilican church of Saint Paul’s Outside the Walls in Rome were apparently very similar to those at Old Saint Peter’s. Along one side of Saint Paul's there was a series of mosaics of major events of the Old Testament, one of
which showed Noah building the ark. Like so many other scenes it fell into disrepair until Pietro Cavallini restored it in the mid 1280s. Cavallini was a Roman, a pupil and disciple of Giotto who worked with Giotto at Assisi and was one of the most important painters of the early Renaissance (Vasari 1912—1914, 1:161). While he left some of the mosaics at Saint Peter’s untouched he subjected others to extensive change. Some work was done on the Noah panel, but the result was, it appears, very close to the original. Although the church was destroyed by fire in 1823, a number of artists, most notably those commissioned by Cardinal Francesco Barberini in 1634, recorded the mosaic (White 1956, 84—85). The seconchand sources that have survived must be assumed to be very close to the fifth-century original. Noah appears twice (Fig. 3), enthroned and at an angle to the viewer. In the frescoes God the Father is set apart from the universe, a detached director of the forces of generation (Ovitt 1987, 58—59). Noah is treated in something of the same way. The second time Noah is shown, just to the left, he is in an attitude of prayer (Stern 1958, 179). The active figures in the mosaic are placed at different depths within the picture and are joined one to the other by a series of diagonals of movement and attention, possibly a result of Cavallini’s restoration. By the time he did this work of restoration Cavallini had already mastered and even surpassed fifth-century skills, so that he made some innovative additions (White 1956, 88—89). In the panel on the right is a man with an ax and in the middle next to the praying Noah are two men sawing a large board with a frame saw. The thin, narrow, flexible blade is held in place by a rectangular frame. Such saws, when large, were usually called pit saws, since it was standard practice for one man to stand on top of the board pushing the saw down while the second man would work below in a pit pushing the saw back up (Mercer 1960, 17—18).
NOAH IN EARLY CHRISTIAN THOUGHT AND ART 43
The presence of three workers in the scene suggests that Noah’s sons were the ones who did the physical labor of building the ark. There is no statement in the Bible that the sons or anyone else worked on the ark; God commanded Noah to build it. Some Talmudic scholars did say that the ark built itself, an idea that came from a misreading of the Hebrew text. Most rabbis agreed that Noah built the ark as God commanded (Lewis 1968, 133-137). It is apparent that in the Christian tradition, however, by the fifth century the idea that others, possibly the sons, had done the work was already accepted. Some commentators, including Augustine, being concerned about Noah’s ability to finish work on the ark by himself in just 100 or 120 years, maintained that he hired many workmen (Allen 1963, 72). Since the presence, number, and identity of assistants was not stated, this was for the artist to decide. Importantly, it was not Noah but others whom the late antique artists show using the tools. Noah is an observer and perhaps an overseer.
There is no question that the surviving Octateuch manuscripts are based on a late antique and probably fifth-century source (Henderson 1962, 174). Two surviving manuscripts (Constantinople: Library Seraglio, 8, fol. 57v.; and Rome: Lib., Bibl. Vaticana, gr. 746, fol. 53v.) very closely resemble each other. The Vatican manuscript is in much better condition (Fig. 4). The story of the Flood begins (fol. 53r.) with a nimbed Noah receiving instructions from God, whose hand alone is shown coming out of a
cloud. On the right are Noah’s three sons. In the next scene (fol. 53v.) Noah, without the nimbus, stands to the left. He is slightly larger than the other figures and is bearded in this as in all other illustrations of building
the ark. Though beards came to be associated with Old Testament patriarchs quite generally, it seemed especially appropriate as a reference to the fact that Noah had already reached the advanced age of five hundred when he started work on the ark. Noah appears to be holding something in his folded hands. Three men—not his sons—are working on a boat that is
very sharply curved. They have already put in the bottom planks, and there is a rib in place, as well as a plank running the length of the ship at about the height of the gunwale, the highest of such planks. Two of the three unbearded men have small hatchets or hand adzes. One is speaking to Noah, perhaps receiving instructions. The third is heating pieces of wood over an open fire, the standard way to make planks pliable in order that they could be bent to shape on the hull. There is no question that Noah and the three men are building a real boat. In a second panel on the same folio Noah, his sons, and all their wives are shown together inside
44 THE ART OF MEDIEVAL TECHNOLOGY
the ark surrounded by a number of animals. The family group, which also recurred in medieval depictions of the Flood, is a symbol of the body of the Church, an extension of the allegory of the ark as the Church (Allen 1963, 170).
Noah in Northern European Illustrations Two English manuscripts of the eleventh-century picture Noah building the ark very differently. Both of the manuscripts belong to a group filled with iconographic changes and inventions. Culturally England in the eleventh century was a center of novelty, not only in art but also and perhaps particularly in technology (White 1978, 65). The period before the Norman Conquest was one of originality and of creating new conceptions of traditional themes. As one scholar put it, “There is little doubt that eleventh-century England represented a time and a place when the earlier conventions were no longer adhered to. New versions of old themes appeared” (Mellinkoff 1970, 18). The English manuscripts were not the only manifestations of breaks with iconographic tradition in the eleventh century; there are other examples throughout western Europe (Mellinkoif
1970, 21). |
There is no mistaking the late antique influence in the two English manuscripts, definitely in the tradition of the Cotton Genesis. The two probably are derived from the archetype of that manuscript but were subjected to many iconographic and compositional changes, some of which were most likely the result of intentional improvisation (Weitzmann and Kessler 1986, 17) to suit specific needs and contemporary conditions. Certainly the artists who depicted Noah introduced a significant change from the original, a change that can be explained in part by the cultural novelty of eleventh-century England but that must also be explained in part by the then dominant technology of shipbuilding. The earlier of the two is a collection of poems, some of them attributed to Caedmon (Oxford: Bodleian, Junius 11). Although it probably dates from the second quarter of the eleventh century, a late tenth-century date
has also been suggested (Pacht and Alexander 1966—1973, 3:5; Rice 1952, 203; Temple 1976, 76—78). The artists worked in the style of the Utrecht Psalter; the work has nevertheless been associated with the Winchester school (Herbert 1911, 118) and may also have been subject to Scandinavian influence (Kendrick 1949, 105; Mellinkoff 1970, 51). It was done at Canterbury or possibly at Malmesbury. All these eleventh-century influences notwithstanding, it was also based on some late antique manu-
NOAH IN EARLY CHRISTIAN THOUGHT AND ART 45
script, the primary affiliation with the Cotton Genesis tradition having been established (Henderson 1962, 172; Weitzmann and Kessler 1986, 24). Included are illustrations for a number of stories from Genesis. On one page Noah is shown both receiving his instructions from God in the upper half of the panel and working on the ark in the lower (Fig. 5). God is perfectly erect while Noah leans slightly forward, almost as a suppliant. Below Noah is alone. He is working on the ark, wielding a large polless
broadax with a straight handle. It is impossible to tell if it is chisel- or knife-edged but the end of the metal tool curves upward sharply at the forward end. In fact, it bears a strong resemblance to a Norse battle-ax (Moll 1930, 164). The ark has one opening, is double-ended and has ornamentation at both the bow and stern. Aelfric the Grammarian (c. 955—c. 1020), abbot of Cerne and Eynsham,
wrote his Paraphrase of the Pentateuch and Joshua in about 1000 at the request of a nobleman, in order to give instruction in the Bible to village priests and the lay nobility. The paraphrase into Anglo-Saxon was based on the Vulgate. It was a simplified version of the text, leaving out detail but
retaining the principal flow of the story. This rather elliptical manner of narration tended to focus attention more on those details that lent themselves to illustration (Mellinkoff, 1970:24—25). The art historian Ruth Mellinkoff notes, “The very development of vernacular prose stressed the concrete as against the vague, the literal as against the metaphorical” (p. 26). The surviving illustrated manuscript (London: British Museum, Cotton MS. Claudius B.IV) was probably done at Saint Augustine’s, Canterbury, about 1050. All illustrations are by the same hand, and are usually considered inferior to those in the Caedmon manuscript. They lack land-
scape and atmosphere, never attempting either beauty or naturalism (Herbert 1911, 118). One of the striking features is the nonnaturalistic coloring, such as the use of blue for the hair (Rice 1952, 206—207). The art
historian T. D. Kendrick called it a “cheerful but plodding copywork unlivened by any Saxon genius” (Kendrick 1949, 24). The artist’s goal appears to have been solely to illustrate the text. Yet these manuscripts show a freedom from convention, a freshness, and an “iconographic inventiveness” that sets them apart from other Anglo-Saxon manuscripts (Mellinkoff 1970, 16). The Aelfric Paraphrase and the Caedmon manu-
script both depict the ark in a similar way. It is a double-ended boat, sharply curved and looking much like contemporary Scandinavian long ships. Inside the boat there are three stories (Rice 1952, 204). The illustrator of the Aelfric Paraphrase drew extensively on some elaborate Greek source, probably a prototype shared with the Cotton Genesis rather than a
46 THE ART OF MEDIEVAL TECHNOLOGY
manuscript in the Octateuch tradition (Henderson 1962, 196; Weitzmann and Kessler 1986, 17, 25). Once again Noah receives his instructions from God and goes to work in the same panel (Fig. 6). God has a book in his right hand and his left is raised toward Noah. Noah is then seen using both hands to wield a large long-handled polled broadax. It is curved at the forward end. Noah rests the ax on a board that he straddles with his legs. When listening to God Noah wears a dark, flowing robe and dark stockings, but when he is working he wears a much lighter, simpler, and closer-fitting garment. The illustration is clearly directly associated with the text and designed to help the reader understand the text. The juxtaposition of Noah receiving instruction and going to work follows the Biblical text and allowed the artists to insist on the patriarch as a symbol of industry, obedience, probity, and even patience.
Noah in Southern European Illustrations In southern Europe the eleventh-century Noah was different not in his symbolic but in his technological function. The Salerno ivories have an extensive program, showing universal sacred history from Creation to Pentecost in a series of forty major figurative pieces (Goldschmidt 19735, 36—39). They were intended as decorations for doors placed inside the church at Salerno (Bergman 1980, 102—108). The interweaving of panels showing New Testament scenes with those showing Old Testament scenes strongly suggests the force of the typological thought that so dominated early Christian thinking about the Bible in general and about the story of Noah in particular. Done probably at Amalfi in the 1080s, the Salerno ivories depend on earlier inspiration. The source could well have been the new basilica dedicated at Monte Cassino in 1071, which in turn possibly got the plan for its iconographical program from Old Saint Peter’s. That church was apparently part of a general effort based at Monte Cassino in the late eleventh century to rekindle the spirit and resurrect the glories of early Christian Rome. For some two hundred years after the dedication of the basilica the scheme of decoration became quite common for churches in central and southern Italy, including the Capella Palatina in Palermo, the Cathedral at Monreale, the Baptistry in Florence and San Francesco at Assisi (Bergman 1980, 6—8, 116-118).
In style the Salerno ivories borrow at least their general tone from Middle Byzantine art. Though they were not copied from the Cotton Gene-
sis, they were derived from an archetype of that manuscript. The exact
NOAH IN EARLY CHRISTIAN THOUGHT AND ART 47
pattern of the inheritance is not clear, nor is it possible to establish the precise connection. There was a second source for the ivories: a Byzantine Octateuch. In this case artists merged the two traditions, but not with the scene of Noah building the ark. There the affiliation with the Cotton Genesis is unmistakable (Bergman 1980, 11—14; Weitzmann and Kessler 1986, 17, 22—23). The artists were still starting something entirely new, first because there was no figurative carving of any sort in southern Italy at the time, and second because they brought together many different styles in a unique way (Bergman 1980, 79-81, 84-91). The Noah of the Salerno ivories appears in the fifth plaque, where God commands him to build the ark. Noah has long hair and a long beard. God is an anthropomorphic figure rather than a hand emerging from a cloud, as in the Vatican manuscript depiction (see p. 43). The same Creator appears in earlier scenes and continues on in the later scenes of the ivories.
On the other half of the panel Noah is on the left, as usual, facing right and gesturing with both hands (Fig. 7). The position of his right hand suggests both that he is giving orders and also that he is an imitation of the Creator, of the God who gave orders to Noah. On the right of the panel six men work on the ark, four on the ground hammering with a long-handled
hammer, cutting with a large two-handed ax, and sawing with a frame saw. The sawyer above has his left foot planted on the plank being cut. The remaining two workmen are busy on the roof of the ark, which has a window and in general bears little resemblance to a ship (Bergman 1980, 24—25). The house-like ark reappeared in southern Italian art well into the fifteenth century. Noah is at least three times the size of the workmen and his dress is very different, surely a most emphatic means of depicting the superior directing men at work.
Two Artistic Traditions Already by the eleventh century two distinct traditions within Europe in the illustration of Noah building the ark had arisen. Late-antique artists showed Noah with workmen under him, directed by him and following his commands. Although fifth-century and, indeed, all late-antique depictions of Noah building the ark have been corrupted in one way or another, such as through copying, there is an undeniable impression that in the closing years of the Roman Empire and perhaps in Byzantium as well Noah was the man in charge of building the ark. The workers were added in light of theological discussion, not because the Bible said that there were other workers. The tradition continued in southern Italy.
48 THE ART OF MEDIEVAL TECHNOLOGY
In northern Europe, on the other hand, the Anglo-Saxon manuscript tradition turned to late antique and probably Greek sources in the development of novel forms of illustration. When it came to showing Noah building the ark those English artists deviated from the tradition. They discarded assistants, workers, or sons using tools to make the ark. Noah receives his instructions from God and then turns to do the work himself, alone. Even
the wood-working equipment was different in the English manuscripts from that which appeared in the southern European pictures. There must have been some good reason for the English illustrators to make this break with the past. One feature of the novelty of the eleventh century was a general respect for labor, a respect not limited to the agricultural sphere. In the early Middle Ages any job not connected directly with
the land was almost without exception condemned. There were few artisans, only a small fraction of whom enjoyed any prestige. From the ninth through the thirteenth century economic expansion and urbanization was
accompanied by—perhaps in part caused by—an increasing division of labor. Many new trades grew up and tradesmen insisted on respect and recognition. The decrease in the number of forbidden or disgraceful professions was the intellectual counterpart to the increase of skilled workmen and the increased respect they enjoyed. Increasingly too the idea became current that work was a good thing (LeGoff 1980, 59-64, 77-79). By the eleventh century it was thus considered acceptable to show men at work, even to depict a patriarch like Noah doing manual labor. Nevertheless, even if shipbuilding was a more acceptable trade in the eleventh than in earlier centuries, this fact does not explain why depictions of Noah
changed in northern Europe while in southern Europe they maintained completely the late-antique mold. In northern Europe Noah built ships with his hands, wielded an ax, and worked alone. In the South he was enthroned, the master builder, the director of operations, an employer of others, giving them advice and orders, a figure larger than those he oversaw. The ultimate source for the program and composition of the cycles in which Noah the shipbuilder appeared, may have been the same, but in the hands of eleventh century artists the results were very different in the two parts of Europe. The German art historian Raimund Daut in passing noted the division
in the two traditions but offered no explanation for it. He did mention some examples and said that the former type of representation was found up to the end of the Middle Ages, the implication being that the latter type disappeared (Daut 1972, 4:614). Daut was unique in noticing those two distinct traditions, and though his observations brought no response from
NOAH IN EARLY CHRISTIAN THOUGHT AND ART 49
art historians, nevertheless there can be no question that the differences did and do exist. There must have been reasons for the two distinct ways artists depicted Noah and why one way dominated the other when it did. The best explanation for that division comes not from artistic traditions or from general views among theologians and artists about the nature of work and of technology in general, but from the two very different traditions of shipbuilding that had developed in Europe in the early Middle Ages.
European Shipbuilding Technology
Shipbuilding technique was by no means static from the end of the Roman Empire to the seventeenth century. The reputation of shipbuilders for conservatism was justly deserved, but men did make changes in the kinds of ships they built and the way in which they built them when conditions dictated adjustments. That over a period of more than 1200 years there should have been changes is not surprising. On the other hand, the persistence of some aspects of the technology confirms both the reluctance of shipbuilders to meddle with what appeared to work, and their realization of the high cost in goods and in human life that could result from even small mistakes. Trying to establish the character and extent of change is a difficult task. The tremendous variety of vessels constructed over that long period in Eu-
rope alone makes it almost impossible even to categorize the designs of ships and the methods ship carpenters used to execute the designs. Shipbuilders were concerned with successful vessels, caring little about standardization of designs or types. Categories were created in the Middle Ages for the convenience of customs officials and merchants, and in recent years for the convenience of historians. The rig of ships, the way they were propelled, might be a good basis for classifying sailing vessels. Unfortunately all of what is known about rig comes from illustrations, which are often ambiguous, and there is not enough evidence on the rigging of classical and medieval ships to speak with certainty about types in anything more than the most general way. There is, however, more concrete infor-
mation about hull design and construction, the volume and reliability of which is increasing rapidly. The improvement comes from the successful work of nautical archaeologists in the last five decades. Taking advantage 20
EUROPEAN SHIPBUILDING TECHNOLOGY 51
in most cases of the newly developed scuba gear scholars have found, investigated, and even reconstructed a number of ships. Archaeology reveals
a great deal about the form and construction methods used for hulls, a most fortuitous circumstance, since it is the hull of the ark that artists showed Noah building in medieval and Renaissance illustrations. Using evidence from archaeology and from illustrations of ships, it is possible to categorize medieval and Renaissance ships on the basis of the essential approach to construction (Basch 1972, 15-17). Understanding such basic distinctions is critical for effectively interpreting what artists showed Noah doing when he built the ark.
Categories of Ships Medieval ships relied on either their external skin or their internal frames for strength. Skeleton building, with internal ribs carrying the strain, was a relatively late development. During the early Christian era ship carpenters typically used shell construction, where the exterior planking not only kept out water but also maintained the structural integrity of
the ship. The external planks had to be tightly and securely joined, and builders had two principal ways of connecting them. In northern Europe standard practice was to have the planks overlap and then rivet them together (Fig. 8) in what was called clinker-building or lapstrake construction. The result was a very plastic, flexible hull (Brggger and Shetelig 1971: 77-78). In southern Europe the approach was different. Greek and Roman shipbuilders put together planks so that they abutted with no overlap. They were connected by many mortise and tenon joints. The quality of the work was high since it took a great deal of care to cut the mortises properly and make the tenons to fit tightly. Wooden pegs, dowels driven through the planks and the tenons, held the entire hull firmly in place. The shipwright inserted the ribs after the hull was finished. He had to cut and shape the ribs to fit precisely against the shell planks already in place (Fig. 9). Roman shipbuilders used mortise and tenon construction for all parts of their vessels, even the decks. They used the same construction method for vessels of all sizes, from small skiffs to big government grain carriers. The Romans could and did build very large ships, rising in some cases to as much as 1200 tons. It was not until the sixteenth century that vessels of that size were built again. At the height of the Roman Empire, when the quality of workmanship was at its best, the tenons were placed close together and there were so many mortises that they formed an almost
92 THE ART OF MEDIEVAL TECHNOLOGY
continuous wall along the top and bottom of each of the planks (Casson 1959, 195, 215; 1971, 201-208). The classical approach to boatbuilding created a rigid, stiff hull. While this type of hull might be very durable and sturdy it was not necessarily good in heavy seas; but classical vessels were built for use in the Mediterranean, where conditions were typically less rough than in the open Atlantic. Moreover, classical sailors did not go out in the winter, largely because of the navigational problems in the cloudy and stormy months of the year. Their ships did not even have to face the worst dangers the Mediterranean had to offer. In storms Roman ships could have serious difficulties, as Saint Paul learned (Acts 27:9—44). Northern European hulls with overlapping planks were, on the other hand, highly flexible. They were made more so as the length of individual planks was shortened when builders introduced the scarfing of hull planks, a fourth- or fifth-century innova-
tion. The largest of northern boats in the classical period were much smaller than even the normal cargo carriers of the Roman Empire. Classi-
cal shipbuilding techniques were in general much superior to those of northern Europe, though some Celtic shipbuilders did produce vessels that were the match of Roman ships in the open ocean. Romans in fact seem to have used vessels of Celtic design for carrying cargoes along the northern coasts of their Empire (Marsden 1972, 118—123; 1976, 51—54). Despite that exception the Roman method of shipbuilding, at least in the opening years of the Christian era, produced the best type of ship. Innovations in northern European shipbuilding in the first millennium A.D., Most notably by Scandinavians improving the Germanic rowing barge, created a seaworthy vessel capable of long voyages across the Atlantic. In the early Middle Ages northern Europeans proved themselves capable of improving the clinker-built boat, but this capability only partially closed the technological gap with the South. At the same time Mediterranean shipwrights made important discoveries that led to the development of an entirely new and even revolutionary type of hull construction. The great breakthrough from shell to skeleton construction came in the early Middle Ages in the Mediterranean. Whether it was Byzantine or Italian shipbuilders who first tried the idea will never be known. The process
of change was a slow one, with many intermediate steps as ships were built combining both shell and skeleton construction. Such combinations continued to exist down into the twentieth century (Christensen 1973, 138-143; Greenhill 1976, 60—64; Hassléf 1963, 166-172). A fourthcentury and a seventh-century ship, both excavated at Yassi Ada along the coast of Turkey, show such combinations. Byzantine builders held on to
EUROPEAN SHIPBUILDING TECHNOLOGY = 53
many of the old classical techniques. Mortise and tenon joints, for example, held some of the planks to others, but the tenons were fewer in number, placed farther apart, and some planks had no mortises or tenons but were simply pinned to the internal frames (Christensen 1973, 143-144; van Doorninck 1976, 121—123). In shell building the hull is built first and then the ribs are added, put inside almost as an afterthought. In skeleton construction the reverse is the case: the ribs must be set up first. Since the builders of the Yassi Ada ships had to have the ribs in place before putting on some of the hull planks, a major step had been made toward skeleton building (Kreutz 1976, 104-107).
The surviving manuscripts of the Octateuch tradition show a type of shell construction, a step along the way made in early Middle Ages. By the
end of the first millennium a.D. the conversion was complete. A wreck found in the harbor of Serce Liman in southern Turkey and dated to about 1020 shows absolutely no sign of mortise and tenon joints. Strength and support for the hull came from the ribs rather than from the hull itself (Bass and van Doorninck 1978, 119—123, 131). Shell construction rapidly
became the standard in the Mediterranean for vessels of all types. Shipbuilders found a number of advantages in the new approach, such as shorter building times, lighter weight for each meter of length, and less wood needed for each ton of carrying capacity. They exploited those advantages, handing on to ship owners lower costs of transporting goods. In the high Middle Ages, in the eleventh through the fourteenth centuries, European shipbuilding was sharply split. In the South, in the Mediterranean basin shipbuilders set up their frames first and then attached the planks. They used this method for building all types of ships, including oared galleys—vessels very long relative to their width—and round sailing ships intended to carry bulky cargoes. In the North the variation in types was much greater, but the essential building method was everywhere the same: all vessels were shell-built. For Scandinavian ships, Viking long-
ships, and also cargo ships, the hulls were clinker-built of overlapping planking (Fig. 10a). Ribs were added afterward. In fact, as late as about 900 the ribs of longships were not even nailed into place but rather tied to the hull planks. The hull construction of the Scandinavian ship was the typical form in northern Europe for much of the high Middle Ages. Keels, descendants of the early Viking raiding vessels, became common carriers of both goods and soldiers along Europe’s Atlantic front. Northern European builders also constructed cogs (Fig. 10b). Based on
a Celtic design, the type may predate Roman expansion into Gaul and Britain. The cog had a hull with a flat bottom, where the planks were
04 THE ART OF MEDIEVAL TECHNOLOGY
placed edge to edge. The sides formed a sharp angle with the bottom and planking on the sides was overlapping. Though cogs might not be entirely
clinker-built they were still shell-built, the ribs being added after the planks (Basch 1972, 41—43). This remained the case even when cogs, after the addition of a keel, came to be the large bulk carriers of the Baltic and North Seas in the thirteenth and fourteenth centuries. Northern shipwrights also executed another and less important Celtic design, the hulk (Fig. 10c). The planks overlapped but the hull form was almost like that of a banana. The shape presented problems at the bow, since all the planks had to be brought together there in some way to guarantee strength. In the eleventh century hulks were river craft that made occasional forays out into the North Sea. They too grew in size, so that by the late fourteenth century they were in the same class as cogs. The two types were in fact merged some time in the closing years of the fourteenth century (Unger 1980, 168—171; Heinsius 1956, 213—225), yet the hulk did not lose its basic form nor its advantage of being able to ride well on a tide.
There was one last general type that came out of northern European shipyards, little bits of beach or riverfront temporarily set aside for ship construction. This was the punt (Fig. 10d), a river boat with a flat bottom and squared sides. Such boats could never be used at sea but they were effective bulk carriers along the many navigable rivers of northern Europe. The punt was also probably a Celtic design and well-suited to carry another Celtic invention, the barrel. Noah never built a punt in a medieval illustration of the construction of the ark, perhaps because it was such a simple and even primitive type that no one, artist or viewer, would believe that the patriarch would use that design for a vessel of such importance.
Work on the Shipbuilding Wharf No matter the form of the hull or the origin of the design, in northern Europe the shipbuilder’s work was very different from that of his Mediterranean counterpart, where building techniques placed different requirements on the shipwrights. The giving up of shell construction and going over to skeleton building may have been due to the rising cost of labor. Romans built their pieces of fine woodwork with slaves, craftsmen in the Roman Empire being typically slaves and shipbuilders being no exception. To use classical techniques the shipbuilder had to be highly skilled. Cutting all the mortises and tenons to fit, bending the planks exactly, and fitting the dowels to hold everything together required not only painstaking labor but also knowledge and experience. The fact that shipbuilders were
EUROPEAN SHIPBUILDING TECHNOLOGY | 55
slaves does not show that they were not valued. In fact the opposite was the case. As slaves the ship carpenters would have had an overseer. He too might be a slave or a freedman, again the typical pattern in Roman industry. In the late Roman Empire slave owners met with serious problems in acquiring slaves, since these usually came from conquered peoples and when the Empire stopped expanding the supply was choked off. In general the late Empire for various reasons seems to have suffered from population decline. With fewer people it became more difficult to find skilled workers, and it made less economic sense to devote great effort to training men to do complex tasks. Moreover, the general contraction of the economy meant that large ships were no longer in demand. To meet the pressures of declining demand and a shortage of skilled labor the solution was to simplify shipbuilding. The new skeleton construction did that. In northern Europe, even after the breakthrough in the South, shipwrights still built the hulls of boats first. All shipbuilders got their hands dirty working with the wood and fitting it in place. Where the strength of the vessel came from the hull the shipwright had to fit each plank precisely to the one below. If it was not quite right the carpenter had to go back and rebend or reshape the plank so that it would conform (Christensen 1973, 142—143; Greenhill 1976, 73). There was some division of labor in the shipbuilding yard, especially in the construction of a great ship for a monarch. Decoration was always done by a specialist and some shipwrights had certain parts of the ship such as the stem or the keel assigned to them (Bregger and Shetelig 1971, 76). But such division of labor was rare and only applied in special circumstances. In all cases in the North ribs could only be made and set up after the hull was in place. The ribs had to be cut to fit as well, and if the fit was not right then the carpenter had to take the rib out and shave it just enough to give a tight fit. Shipbuilding yards were typically much smaller in the North and that also militated against division of labor. The character of work, no matter whether it was building a keel, a cog, a hulk, or any of the many smaller types, meant that the shipwright had to be involved directly in the job of working the wood. The revolution in Mediterranean shipbuilding changed the character of work on the wharf. For skeleton construction builders had to have a clear idea of the final form of the ship before construction began, since the design of the ship or boat was dictated by the form of the principal ribs. Builders first laid down the keel, followed by the stem and sternposts. After that came
the principal ribs, usually three or five. Then they stretched a plank from
56 THE ART OF MEDIEVAL TECHNOLOGY
post to post along the ribs to show the basic outline of the final product. The builders at that point had fixed the essential character of the hull. The next step was to set up the remaining ribs and finally to cut hull planks and tack them to the ribs. It was not a simple process but once the main ribs were in place it was much simpler than shell building. Workmen did not need to be as skilled for skeleton building as they did for shell building. With planks fitted edge to edge in the new method there was always a danger that there might be some gaps in the hull where the planks were not carefully fitted one by one to the planks just below them. Caulking the seams saw to that problem in part and once in the water the wood swelled, which minimized possible gaps from inaccurate work. Thus the chance of a leaking hull was hardly greater than with the old building method. The caulkers who now did the final work on the hull were even less skilled than the ship carpenters, among whom there had also been a loss of skill. All but one worker on the wharf was less skilled than the craftsmen of the Roman period: the overseer.
The overseer increased rather than decreased his skills in the early Middle Ages. He changed from being an organizer of work, a foreman, to being a designer. He chose the outline of the ship and, by directing the proper cutting and fitting of the ribs, guaranteed that all the efforts of the carpenters would result in a seaworthy vessel. As ships grew in size over time and as skeleton building was completely adopted, the distinction be-
tween the designer of the ship on the one hand and the ship carpenters and caulkers—the workers—on the other became greater. The skills demanded of the workers as opposed to those of the boss were far fewer. The
changeover to skeleton building did solve the problem of a shortage of skilled labor in the late Empire but the change also created a new worker on the wharf, a man with new responsibilities. The designer, the director of shipbuilding operations had already appeared in Italy by the eleventh century and would be a common figure in the Mediterranean throughout the Middle Ages. It was not until the fifteenth century, however, that northern Europeans began to build their ships in the new style, and only then did the shipbuilder-designer appear there as the central authority in the shipbuilding process.
The Transmission of Technology Up to the fifteenth century the form of hull construction divided Europe between the North and the Mediterranean. There was nevertheless
EUROPEAN SHIPBUILDING TECHNOLOGY | 57
some contact between the two shipbuilding traditions: northern European ships visited the Mediterranean, such as when carrying Crusaders to Pal-
estine in the twelfth century (Asaert 1974, 25, 33-34). Those ships, of Viking and of cog type, appear to have had little influence on Mediterranean shipbuilding. And though a number of northern shipwrights must have travelled to the Mediterranean and made it back to their homes, nei-
ther is there any sign of southern influence on northern shipbuilding. In the early fourteenth century the sharp division began to erode as certain northern types gained recognition in southern waters. Cogs, perhaps
brought into the Mediterranean by Basque pirates, were taken over by southern shipwrights, who kept the essential features of the design but changed the method of building the hull. With some modifications in the rig the new coca proved to be a highly successful bulk carrier, easily defended because of its size and height above the level of the water. Experi-
ments made with the rig of these new bigger ships in the fourteenth century resulted in the development, probably in the years before 1400 and possibly in Portugal, of the full-rigged ship. The new type had a hull form similar to that of the modified cog and was entirely skeleton built. It carried three masts, each with a single sail. The mainmast was by far and away the largest and carried the major driving sail, which was square. At the stern was a small mast with a lateen or triangular sail. At the bow was another small mast, which carried a square sail, there to balance the mast at the stern and to help in manoeuvering (Fig. 11). Square sails were easier to handle than lateen sails. They could be easily extended or taken in and served to drive the ship when the wind was blowing in the direction the captain wanted to go. Lateen sails made it possible to sail closer to the wind. The combination of the two types of sails in the full-rigged ship gave the type greater flexibility than any of its predecessors (Friel 1983). Skeleton construction added all its advantages, and
the outline of the hull, borrowed from northern Europe, guaranteed that the new type could sail on the open ocean. Over the next four centuries builders refined and improved the full-rigged ship. From the fifteenth through the eighteenth century—that is until the age of clipper ships and of steam propulsion—the essential features of large ocean going ships remained the same. Because of its many advantages northern Europeans in the fifteenth century took a strong interest in the new type. Vessels from the Mediterranean had been making regular commercial trips to England and the Low Countries since around 1300. When southern Europeans appeared with ships that were clearly superior even in the home waters of sailors in the North, curiosity turned to imitation.
58 THE ART OF MEDIEVAL TECHNOLOGY
It took some time for shipcarpenters along the shores of the North and Baltic Seas to learn how to build in the Mediterranean style. For example,
the Duke of Burgundy had to bring in Portuguese shipwrights and set them to work near Brussels in 1439 in order to get skeleton built ships. Shipwrights in Brittany seem to have been the first in the North to learn the novel methods. They then transmitted the technology in person further to the north and east. In about 1460 a Breton went to the Netherlands
coastal province of Zeeland, to the town of Zierikzee, to build the first smooth hulled boat there (Unger 1978, 32—33, n. 16). Soon after that examples of the full-rigged ship made their way to the eastern Baltic, which led to efforts there to recreate skeleton building. The old method of building the exterior hull first never completely disappeared from the North (Unger 1980, 222-224); and clinker building remained in common use for many types of fishing vessels and other small boats even into the twentieth century. Shipwrights were often reluctant to give up well-established and successful methods. Learning the new technique well could prove difficult, and there was always the concomitant risk of costly failure. Some shipbuilders were fortunate in having Italian shipwrights brought in to demonstrate skeleton building to them, such as the men constructing warships for King Henry VIII of England. This convenience was the exception, however. Most northern shipcarpenters had
to learn from inspecting ships made by using the new technology and from their own experiments. The combination of dissemination of knowledge by individual technologists and by experiment proved, in a surprisingly short time, highly successful.
The Final Results By the sixteenth century, despite all the difficulties of adaptation, skeleton building was typical in northern Europe for large trading and fishing vessels. Northern Europeans adopted the method that had revolutionized Mediterranean practice in the early Middle Ages rather quickly because it came in the form of the clearly superior full-rigged ship. By the late six-
teenth century in England, for example, frames were designed, carved, and positioned in advance, before the hull planking went on. This was true skeleton building (Basch 1972, 39). It became possible to write about how to build a ship expecting an audience to understand what was written, and
to be able to put the guidance into practice. The change in shipbuilding methods came at the same time as Europeans first began to write about and publish handbooks on specific technologies such as mining and metal-
EUROPEAN SHIPBUILDING TECHNOLOGY | 59
lurgy, handbooks with abundant and accurate illustration. The first printed works on shipbuilding and contemporary manuscript works confirm the presence of true skeleton building (Hassléf 1972, 61-62). By 1600 Euro-
pean shipbuilding thus had a common method, a common approach to hull construction and to rigging, no matter where it was practiced in northern Europe, in the Mediterranean, and for that matter anywhere in the world. The results for the organization and operation of shipbuilding wharfs in northern Europe were presumably the same in the fifteenth and sixteenth
centuries as they had been along the shores of the Mediterranean a millennium before. An increasing distinction did appear between the builder who was the designer and the men who worked on the wharf, shaping and fitting wood. The pattern was more obvious in the seventeenth century and certainly dramatic by the eighteenth. Rembrandt, for example, in his portrait of a shipbuilder from 1633, now
in the Buckingham Palace collection, paints the man at work drawing sketches of the ribs of ships (Fig. 12). The designer hands the product of his work to his wife, who seems about to leave the room, about to take the sketch off to someone else. For the seventeenth-century artist doing a portrait of a shipbuilder, choosing presumably the most representative and important job of his trade, the decision, most likely taken in concert with the subject, was to show the builder designing the central frame for a ves-
sel. By the eighteenth century in the Netherlands shipbuilders showed signs of entering the aristocracy, possessing coaches and sending their sons off to schools. Work on the wharf was handled by a foreman, so that the shipbuilder could be free to design ships or to see to his investments in
land, the wood trade, and any other related field (Unger 1978, 95-97). The social distinction between ship carpenter, the worker on the wharf, and shipbuilder, the designer, investor, and entrepreneur, began in the sixteenth century with the adoption of skeleton building from the Mediterranean. The large amount of repair work and the continued construction of small vessels in the old style did militate to some degree against the trend toward a social distinction between worker and employer, but by 1700 the craftsman had a very different status from that of the businessman. With the domination of shipbuilding by skeleton building the designer performed a distinct and critical function, one which put him in a class apart from woodworkers, caulkers, and repairmen. The distinction was a direct result of technical change in the industry. This reorganization on the wharf, whether in the early Middle Ages in the Mediterranean or in the fifteenth and sixteenth centuries in northern Europe, did come to be
60 THE ART OF MEDIEVAL TECHNOLOGY
reflected in art. Since Noah was the most commonly depicted shipbuilder, and for some time in the Middle Ages and the Renaissance the only shipbuilder depicted, the change in work arrangements in shipbuilding showed up in illustrations of Noah building the ark. As has been emphasized in the preceding chapter, in the eleventh century there was already a distinction between northern and southern Eu-
rope in the way artists dealt with Noah, a distinction that did reflect essential differences in shipbuilding technology. The distinction existed in, for example, the Salerno ivories on the one hand and the Bodleian Caedmon and the Aelfric Paraphrase on the other. It existed despite the Cotton Genesis tradition that they shared. In the Roman Empire, presumably an artist showed a shipbuilder as an overseer, as 2 man who directed the work of skilled artisans, but artisans who were slaves. In the fifth century, when artists first started to show the ark as a ship, wharfs were still producing vessels with mortise and tenon joints, with something like typical classical shell construction, thus retaining the organization of work as it had been for centuries. Classical practice
or at least late-antique practice on the wharfs probably served as the source for those artists’ treatment of Noah; they thus depicted Noah as a
director or overseer rather than a worker, as in the case of the Cotton Genesis. English manuscript illustrators of the eleventh century chose to change Noah into the wielder of an ax. They drew the builder of a clinkered boat working as they saw shipbuilders around them working in their own day. Once contemporary techniques were established as a source for the artist,
those techniques could and did dominate established artistic tradition. There was a tendency over time in the Middle Ages, for philosophical among other reasons, to make depictions of all things including Noah more realistic. During the Renaissance the trend created serious problems both for scholars explaining the story of Noah and for artists illustrating it. Artists logically turned to known shipbuilding practice to gain realism and to guide them in introducing novelties, in determining the ways in which they would deviate from what had been done before. The path of least resistance was always to follow what previous artists had done, a choice that assured acceptance, at least before the Renaissance, and minimized effort. When there was pressure for novelty, and such pressure mounted through the later Middle ages and especially in the Renaissance, artists often minimized their effort by turning to contemporary technology for inspiration. The drive toward realism took away any doubt in the artists’ minds that they had made the right choice. It was, however, long before the Renais-
EUROPEAN SHIPBUILDING TECHNOLOGY § 61
sance and even well before the Renaissance of the twelfth century that artists came to rely on contemporary technology as a source for depictions of Noah. From the late Roman Empire on and throughout the Middle Ages the state of shipbuilding technology was at any time a critical influence and source of inspiration for Noah illustrators. That was certainly the case in eleventh-century England where artists broke sharply with tradition. This pattern continued. With exceptions—and they were few—the pictures of Noah follow closely the development in the design and construction of European ships and the changes in social relations in the industry that grew out of developments in ship design.
Northern Europe in the High Middle Ages
Lhustrations of Noah building the ark were most common in the twelfth, thirteenth, and fourteenth centuries. The illustration of books and specifically of the Bible was firmly established by 1100 and once established the tradition was imitated, sometimes very precisely. The images were to aid those who had trouble reading; in the twelfth century there was a rise in the use of illustration to tell the Bible story, to supply a narrative. Artists took the words literally and the pictures served to replace words more than to illustrate what might have happened or to enhance or to embellish the text. This tendency first appeared in tenth-century Britain, where manuscript illustration proved to be somewhat revolutionary. The use of pictorial narrative became part of the general pattern in the development of Romanesque art throughout Europe. “The artist’s interest was evidently more riveted on the portrayal of words than on visualizing the actual situation” (Pacht 1962, 57). The tendency toward pictorial narrative helps to explain why artists continued to draw the ark as a ship and why they came to rely on contemporary shipbuilding as they knew it as a source for the way they dealt with Noah. The Cotton Genesis tradition, usually transmitted through the eleventhcentury English series of Old Testament manuscript illustrations in the Bodleian Caedmon and the Aelfric Paraphrase, had a deep effect on how artists showed Noah building his ship. Despite the importance of the artistic tradition and despite the temptation to follow not only the general form but also the specific detail of those earlier works, illustrators did not simply repeat what they saw in the two manuscripts or in other portrayals in the Cotton Genesis tradition. They did innovate, making changes in depicting Noah, in the way he worked and in the ship. The deviations and variations 62
NORTHERN EUROPE IN THE HIGH MIDDLE AGES 63
from established artistic convention show ways in which the technology of
shipbuilding in northern Europe changed from the eleventh through the fourteenth century. The deviations and variations also show very specifically how artistic expression changed in the period. Among theologians there was little novelty in discussion of the meaning of the story of Noah and the Flood. In the High Middle Ages the allegorical methods of Philo of Alexandria and Augustine continued to dominate exegesis and literature, confining discussion largely to morals and theology. Thus the interpretation of the ark as a type of the Church and Noah as prefiguring Christ remained fixed, though there might have been some details to add or discuss. There were some practical questions Augustine himself and other Church Fathers had raised but not resolved: whether the ark could have carried all those animals; what was the exact shape of the ark; what kind of wood Noah used; how Noah fed the animals. Originally the answers were sought to convince pagans that the Bible was accurate, that Holy Writ was true history and thus as reliable in fact as any history (Allen 1963, 66—73). Once these questions were set aside the opportunity existed for speculation. Artists speculated just as much as scholars did, combining imagination with their knowledge of technology to create different representations of the ark. In the process they gave some hints of their views of technology. While the portrayal of the ark and shipbuilding methods changed, the depiction of Noah himself remained rather constant. He was always old, as was consistent with the Biblical description, typically bearded, often surrounded by a nimbus, wore sandals, and had his hands covered or draped. His clothes varied not only because styles of art and dress changed but also because artists illustrated different stages of work on the ark. Noah was often slightly bent both to show him at work but also to emphasize his obedience as well as his act of penitence. The changes in the understanding of work that occurred in the thirteenth and fourteenth centuries were perhaps subtly shown by slight changes in the treatment of Noah the man, as well as Noah the shipbuilder. In northern Europe manuscript illustration was unquestionably the most common place where artists showed Noah building the ark.
Romanesque Images A very simple illustration appears in a Genesis probably done in Millstatt and if not there certainly in some nearby Austrian center in the 1160s (Klagenfurt: Museum, Landes, VI, 19, fol. 2lro.). The Millstatt Genesis is
64 THE ART OF MEDIEVAL TECHNOLOGY
bound with a Physiologus, a medieval zoology. There are forty-seven illustrations spread throughout the Genesis text, illustrations intended to help the reader by offering a parallel pictorial narrative. The Bible is in German verse, meant for an audience not able to read Latin (Kracher 1967, 11-15,
29). It is in fact the earliest example of a German language manuscript with illustration that runs through the entire narrative. The similarity of some aspects of the Millstatt Genesis illustration to the mosaics at St Mark’s in Venice, in addition to a similarity to English manuscripts that include a pictorial narrative, has led to the work being placed in the Cotton Genesis tradition (Henderson 1962, 172—173). The connection with that artistic tradition may in fact have been through an eleventh-
century English manuscript, one possibly imitated by other artists. This could help to explain the form of the Noah picture. The artist tended to collapse the story of Noah using few pictures and not dividing the action (Voss 1962, 1, 68—73, 103—104, 109-117). God, nimbed, appears from a cloud on the right with his right hand extended in the direction of Noah. The hand of God coming out of a starry arc, the source for this God and for many others in depictions of Noah building the ark, has been traced to a convention of third century Jewish art (Weitzmann and Kessler 1986, 17, 23, 41). In the same scene Noah stands holding an ax that is much too big for him. He is working on a large piece of lumber
set up on two sawhorses (Fig. 13). The scene, including the sawhorses, was one often repeated by later artists. Noah is completely alone in this sparse sketch, working away with his oversized tool. Another twelfth-century manuscript included an image very different and seemingly unconnected with any of the previous illustrations of Noah building the ark (Dresden: Lib., Secundogeniturbibl., Miniature). Two men are shown working with long-handled axes. The man on the right is much the larger of the two and is therefore presumably Noah. He also has long hair and a beard. His ax is simpler, with a shorter blade than the one in the hands of the smaller man. The long-handled ax is a significant advance over the one shown in the Caedmon manuscript and in fact looks much like a modern ax (Moll 1930, 164—166). The two men are working not on a ship but on a triangle, which may be the result of the artist’s effort
to show a pyramid. Origen thought the ark was pyramidal, perhaps the source for the choice. The triangle is called “ARCA NOE” and is then divided into a series of what may be small rooms. Next to the object of the labor is a second inverted triangle divided into layers. The names given to the five layers indicate that these are divisions of the ark; some early writers did say the ark had five decks (Allen 1963, 71). Though the ark is not a
NORTHERN EUROPE IN THE HIGH MIDDLE AGES) 65
ship in the manuscript and though this may be a return to the pre-fifthcentury vision of the ark, there is nevertheless no question that Noah is a workman doing the same job as the other workman in the illustration. Origen’s speculation on the ark as a pyramid was discredited, at least in theological circles, by no less preeminent a man than Hugh of Saint Victor. He devoted some of his considerable talent to producing two treatises on Noah’s ark, the more important and extensive being De Arce Noe mo-
rali et mystica (PL 176. 627-629). Written about 1125, it was one of his major mystical works. Before going on to literal exegesis, Hugh discussed the geometry of the ark to show the beauty of its proportions. He contended that the ark described by Origen was unseaworthy: a window in the side would be, he claimed, impossible. ‘The ark seemed to him to look like a house, rectangular with a pitched roof and a total of five stories, the
top one just under the roof designated for Noah and his family and the birds (Allen 1963, 72). Each of the numbers in the description of the ark had a specific meaning for him. Hugh was as much interested in the invisible ark, however, the ark as a spiritual building symbolizing the Church and the body of Christ (Hugh of Saint Victor 1962, 11, 25—30, 59-70, 73) as he was in the proportions. The symbolic value of the ark and, indeed, of the entire story of Noah, was for
him much more interesting. In discussing the moral as opposed to the physical ark he followed the New Testament and Augustine. Yet Hugh’s geometrical diversion obviously had an effect on illustrators since more decks did appear, and pitched roofs turned up in thirteenth- and fourteenth-century illustrations. Hugh of Saint Victor continued in the tradition established already by the early Fathers and especially Augustine of giving explanations for how the simple Bible story could possibly be an accurate description of historical events. The allegorical meaning of Noah or of the ark presented no problem for him. He and other theologians after him in the twelfth and
thirteenth centuries accepted what they learned from Jerome and Augustine and did not bother to go further, though Hugh did advance somewhat on Origen’s explanation.
Noah in Psalters By around 1200 it became popular in England to include a series of Old
and New Testament scenes before the pslater text. Thirteenth-century Bible manuscripts offered an opportunity to depict Noah, so that, beginning in England, the pattern spread to the Continent and especially to
66 THE ART OF MEDIEVAL TECHNOLOGY
French manuscript illumination (Morgan 1982, 61). Similarities in scenes suggest not only common ancestry but direct borrowing. A Bible from early in the thirteenth century (Manchester: John Rylands Library, fr. 5. Bible, fol. 13vo.) has a scene much like that in the Millstatt Genesis (Fig. 14). God is on the right, cross-nimbed, holding a book in his left hand. With his right he points to a piece of wood sitting on a pair of sawhorses. Noah, on the left, holds the piece of wood with his left hand and swings a large polless broadax with his right. The blade of the ax is curved and has a relatively short handle. The difference in length may explain why Noah can wield the ax with only one hand. The drawing suggests an improvement in the tool over the previous one hundred years. Though the ax is raised as if he were about to bring it down on the wood, his attention is fixed on God. Although Noah is almost the same size as God there is a clear difference in stature. The increasing popularity of psalters for individual devotion was a small part of the general trend in Christianity in the twelfth century. One result of that popularity was a comparatively large number of pictures of Noah in action, working on timbers for his ark. A psalter illustrated for Geoffrey Plantagenet, a bastard of King Henry II who was Archbishop of York from 1191 to 1212, is just one example. Its illustration presumably comes from the same Cotton Genesis tradition (Leiden: Lib., Bibl. der Universiteit, B.P.L. 76 A., fol. 10vo.). King Louis IX of France is supposed to have used
the book when he was a boy and thus is referred to as the Saint Louis Psalter. There are twenty-three pages of miniatures with fourteen Old Testament and thirty-two New Testament scenes. “Iconographically, the Old
Testament pictures ... are unusual, but the New Testament cycle fits with those of other contemporary Psalters” (Alexander and Kauffman 1973, 68-69). The work is coarse and undistinguished, famous because of its former owner rather than for its artistic merits (Boase 1953, 280—281). The style has been described as transitional from Romanesque to Gothic: solemn and monumental figures predominate and faces are modelled in the Byzantine manner. At the same time, however, there are signs of the more naturalistic style typical of Gothic illustration, which became the dominant tendency in thirteenth-century illustration (Alexander and Kauffmann 1973, 67). By the third quarter of the one-hundred-year period there was a Clear “trend towards a greater degree of naturalism both in the treatment of the human figure and in the representation of the visible world” (Alexander and Kauffmann 1973, 67). The interest in nature and natural phenomena as well as in the mechanical arts that turned up among theo-
NORTHERN EUROPE IN THE HIGH MIDDLE AGES 67
logians in the twelfth century came to have an effect, even if very slowly, in the years after 1200 on depictions of the technology of shipbuilding in
the form of pictures of Noah building the ark. ,
In the Saint Louis Psalter the story is conflated, but in this case Noah appears twice in the same panel, once on the left speaking to God and again on the right at work on the ark. Cain’s killing Abel is shown in a top panel of the same page. God with a nimbus emerges from a cloud and
points with his left hand, giving instructions to Noah. In his right he seems to have a scroll, and Noah looks up at him in an attitude of reverence. Noah wears a loose fitting cloak held by a clamp at the shoulder when he listens to God, but discards the cloak while working. He works on the piece of wood set up on one support on the right; presumably a second support outside of the frame holds up the other end of the piece of lumber. Noah uses both hands to wield the T-shaped broadax with a short handle— by this time a standard shape (Fig. 15). A psalter probably produced in the last decade of the twelfth century for Ingeborg, the Danish princess who married King Philip Augustus of France, is in the same tradition of insular illustrated psalter manuscripts. It has a series of miniatures in the opening folios, with juxtaposed scenes from the Old and New Testaments (Musée Condé, Chantilly, Ms 1695, fol 105"), but there is no picture of Noah. It was done between 1193 and 1195 possibly in the bishopric of Noyon, at Tournai and/or Saint Quentin. The two artists who did the illustrations drew their inspirations not only from contemporary English illustration but also from Byzantine and German art. England seems to have been, in this case as in many others, the agent for the reception of Byzantine style and the transmission of eastern forms to the Continent. In the Ingeborg Psalter the Byzantine influence was in part indirect, the mosaics of Sicily serving as an intermediate stage. There is a mosaic influence in the background of the psalter illustrations, for example. The artists were highly successful in bringing together a number of different traditions, and the work probably represents the high point of the style of Philip Augustus (Deuchler 1967, 23, 108—147, 167). The older of the two artists is also responsible for the initials in another manuscript done before the Ingeborg Psalter and so probably from the 1180s. Much of
the same influence can be seen in the two works, although in the Ingeborg psalter the figures are much more in proportion and more finely depicted (Deuchler 1967, 116—90. The picture of Noah working on the ark
in the earlier pslater (Pierpont Morgan Library, Ms. 338, f. 105r) is certainly not as grand as that in other psalters. The location in the initial letter A of the Twenty-seventh Psalm gives little scope for the artist. The Noah,
68 THE ART OF MEDIEVAL TECHNOLOGY
however, is similar to a reduced version of the Noah who appears in more
lavish and larger illustrations in the opening pages of other psalters (Fig. 16). He stands with one foot on the ground and the other resting on the gunwale of the bow of a ship. Only the forward half of the vessel is completed and there is no stern, not the way shipbuilders went about their work in the twelfth century. The vessel has a sharply curved bow ending in an animal’s head, all very reminiscent of Viking ships and contemporary keels. Behind Noah is a large balk resting on a sawhorse. The arrangement is exactly that which appears in English manuscripts of the previous century and in the Millstatt Genesis. Noah himself is not dressed in quite the usual way. He has a hat or rather a cap that covers his curly hair. His tunic is short, just reaching his knees, but rather full, draping over the upper part of his body. His right hand seems to be resting on his hip, while in his left hand is the standard ax of northern European illustrations. The frequency with which that ax appears suggests that not only did shipbuilders use such tools but also that they were identified with and even recognized by such a tool. Much later, in the seventeenth century, journeymen ship carpenters in Amsterdam
were called “bijltjes”, those who used small axes, and the thirteenthcentury viewer may have identified the ship carpenter with that tool as much as did the Dutchman of the Golden Age. In the five subsequent pictures of the ark in the manuscript (f. 107v, 1]lr, 122r, 132r) the same vessel complete with animal’s head is repeated. The regular dark spots along the line showing where the planks overlap suggest rivets to hold the planks in place. Inside the ark in each case is a round building with a door and a dome, the later having windows just under it. While the picture might not be an accurate one of how a contemporary ship was built, the illustrations fit a pattern already well-established. A Psalter that belonged to a member of the Huntingfield family (New York, Pierpont Morgan Library Ms. 43) seems closely related to the Saint Louis Psalter. It is from a slightly later date, about 1210—1220. It begins with a calendar, which is followed by a series of forty full-page miniatures divided into two or four compartments. The scenes vary only slightly from those of other programs such as those found in certain mosaics in Sicilian churches. In fact early Gothic manuscript illustration in England, from about 1220 to 1285, borrowed from the monumental art of the fresco. Over
time the page rather than the book became the object of illustration, which each scene, each work taking on a character of its own. Early Gothic illumination in England displays a vigorousness and freshness that was missing in the earlier Romanesque style, as well as a greater reliance on ordinary human life for inspiration (Turner 1979, 9, 31). The depictions
NORTHERN EUROPE IN THE HIGH MIDDLE AGES 69
of Noah building the ark are consistent with that trend, with even greater detail over time in scenes of the shipbuilder at work. Such characteristics were obvious not just in England but also on the Continent, where English influence was strong. In the Huntingfield manuscript the eighth scene shows Noah building the ark. The previous scene, the one above, shows God reproaching Cain and Lamech shooting Cain. The following scene, on the next page, depicts the Flood and Noah receiving the dove. The story of Noah ends in a third illustration, that of Noah’s drunkenness. The artist probably developed out of the Oxford workshop, but certain features of his work derive from the workshop that produced the Leiden psalter. It has been suggested that the Huntingfield psalter came from East Anglia (Rickert 1954, 131, n. 10), the source of a number of later illustrations of Noah building the ark. “The figure compositions are animated in narrative with much use of gesture and glance to create this effect” (Morgan, 1982: 78). The style in general falls between the monumental forms of around 1200 and the energetic style of later in the thirteenth century (Morgan 1982, 77—79). Noah is alone while working on building the ark (Fig. 17). The vessel is held in place by four forked stanchions, which serve as something like sawhorses. Though supports exactly like those are not common in medieval illustration it is more than likely that what the artist shows reflects what in fact shipbuilders used. Noah is placed far to the left holding a short-handled but very large ax with the blade in his right hand and the handle in his left. It is doubtful that any ax was used that way. He is trimming a plank on the hull. The ship is half built, the bow complete and the stern half just started. There is no indication that any vessel was ever built that way. The ship has the form of a contemporary keel: an animal head adorns the bow, one that is rather extensively decorated, even down to
having some ears. The scene has an interior frame that serves to give some depth, but it is not exactly rectangular and in places becomes confused with the lines of the ship. The hull is made up of many small planks, additional planks, cut to size it seems, are lying on the ground underneath the ship. While this is understandable the structure inside the hull is not. The artist has put a building inside the ship, with the requisite door and window, and there is something that may have been intended as a dome on top of the building. A large beam or plank extends down from the building on the left, as if it were there to support that building while the shipbuilder completed the stern of the ship. In the next picture the completed ark is riding on the sea. It is doubleended, having animal heads at both bow and stern. The hull planks are punctuated with black dots suggesting rivets or nails. The building inside
'70 THE ART OF MEDIEVAL TECHNOLOGY
the ark is similar to, but by no means exactly like, the building in the construction scene. It has lost something of its triangular shape. Noah stands in the doorway under an arch, dressed somewhat more grandly than he
was while working as a shipbuilder. In the former panel Noah wears a tunic that goes to the knee and is, compared to the garments of other figures in the psalter, close-fitting. The neck is open and the sleeves tight to the arms; his hair is long and his beard short. His gaze is intense, his concentration on the job of building the ark complete. Devotion and steadfastness join obedience and probity, as Noah’s symbolic complement. The Munich Psalter, written and illuminated in Gloucester before 1222, has the same general composition of two panels on the same page. In this case Noah building the ark is in one and the construction of the Tower of Babel is in the other. Exceptionally, the artist leaves out of his pictorial narrative the Flood and Noah’s drunkenness. Despite its origins the manuscript shows Noah building the ark in a different way from other insular
manuscripts of the same period. Indeed this manuscript is a major and inexplicable exception to the general pattern of the illustration of shipbuilding in northern Europe. On the left of the picture God, cross-nimbed, commands Noah to build the ark, holding up his right hand and pointing a finger at Noah. In his left he holds a scroll that has written on it a quotation from the Vulgate, part of the command to Noah. The bearded Noah wears a simple long tunic with a cloak draped over his shoulders, held by a clasp at his neck. He has the usual beard and long hair. He is, if anything, slightly larger than God. He
stands facing forward with his head turned toward God, his right hand raised in front of him, and—oddly enough—pointing with his open left hand to the ship under construction. Three men are working away building a boat. Only the forward third of the vessel is shown, but from the way
the planks are brought together at the bow it appears to be a hulk. One worker stands next to the boat wielding an adze. A second is in front of the vessel with a claw hammer in his right hand that he is using to drive nails
or dowels into the hull planks. The man in the lower right corner of the picture has a four-legged trestle in front of him with a piece of wood on it.
He is using a one-handed polled T-shaped ax, standard except for the sharply drawn up points at either end (Fig. 18). The composition is similar to that in the Saint Louis Psalter, with the difference that in this case the work on the right is done not by Noah but by three other men. The tools are consistent with shipbuilding equipment of the thirteenth century; and the design of the ship is consistent with that of thirteenth century vessels. If there was some influence in this illumina-
NORTHERN EUROPE IN THE HIGH MIDDLE AGES 71
tion from southern Europe it is hard to identify: Noah is not strictly the overseer directing the work on the wharf, but neither is he a workman. It is as if the artist, in an effort to compress the story, did not bother to include Noah as a workman and only showed him receiving instructions. The exception to the general pattern of northern illustrations is surprising but the difference may be more apparent than real. Noah appears twice in an illustration in the Cursus Sanctae Mariae, a book of hours produced at the Premonstratensian Monastery at Louka in Moravia in the first thirty years of the thirteenth century (Fig. 19). The book, prepared for private worship for Saint Agnes by her aunt, has a Latin text accompanied by rubrics for the illustrations in a German dialect. The
illustrator may have been subject to influence from the earlier Salzburg school or, more likely, from earlier English manuscripts (Mellinkoff 1970,
67). In this case Noah looks up, his right hand raised with two fingers extended. His left hand is open with the left arm close to his body. The building next to him is much like depictions of churches in Armenian art. It is presumably meant to represent the ark. It is similar to the ark on the doors at Sainte Chapelle in Paris done some fifty years later. The second Noah is wearing different and much closer-fitting clothes. He is working on a balk held in place by a primitive sawhorse that is, in fact, just two forked sticks somewhat like an arrangement in slightly ear-
lier English manuscripts. Noah wields a large two-handed ax with the standard broad blade of the period. No man could have possibly worked on
the piece of wood in the way the artist has drawn the picture. The tendency toward realism was only a tendency and seems to have had less effect in central Europe than in the West. Another thirteenth-century psalter (Oxford: Bodleian Lib., Canon. Liturg. 393), probably from the Low Countries, like many of its contemporaries has a number of miniatures from the Old and New Testaments. In this case there are captions for the pictures and in French (Pacht and AIexander 1966—1973, 2: 104). The form of illustration may suggest an Italian provenance, but that seems extremely unlikely. The story of Noah is conflated, as with other illustrated psalters. The hand of God extends from an arc of heaven. Noah, seated and with a nimbus, his left hand raised and an ax in his right, looks toward God. Having Noah seated is extremely rare in any illustration. He seems more interested in the job at hand than in the announcement from heaven and so the work itself, compared to earlier il-
lustrations, has taken on a greater importance. Noah is about one-third again as large as the other figures. He has a full mustache as well as a beard. The ark is, oddly, a box with windows and so not a ship at all, which
72 THE ART OF MEDIEVAL TECHNOLOGY
may suggest a connection with a pre-fifth-century artistic source or a closer reading of the Biblical text. There are three other figures in the picture, two using a bow saw (Fig. 20). Noah appears comfortable sitting on his decorated bench, but even though he is seated he is still without question a workman. Another psalter, this one from the northeastern corner of France and dated to about 1235, shows Noah at work on building the ark (Vienna, Os-
terreichische Nationalbibliothek, cod. ser. n. 2611, f. 6v.). Though the psalter is illustrated for the most part in the new Gothic style, the initials are not done in the up-to-date way of contemporary Paris (Branner 1977, 101—102). The psalter has a calendar preceded by fourteen illustrated
pages, each with six medallions arranged in two columns. The circles have scenes from the Old and New Testament (Thoss 1978, 72—74). An entire page is devoted to the story of the Flood, beginning in the upper left with a scene that again shortens the story by depicting God speaking to Noah while the latter is working on a piece of wood (Fig. 21). God appears with a nimbus on the right, pointing with his left hand at a piece of wood that sits on supports or even a table. Noah is looking at God with an expression of concern on his face. At the same time he wields the typical heavy two-handed ax, dressing the plank. The gown he wears is closefitting and far from elaborate. Noah is a workman. The boat that he builds
appears in the next medallion with four people, one of them certainly being his wife. The vessel is an open boat in the style of a hulk and is without chambers or windows. Psalters done in Paris in the time of King Louis IX typically had cycles
of Old and New Testament pictures. A number, including one done not long after 1253 (Los Angeles, J. Paul Getty Museum, L VIII 4; ex-Dyson Perrins 32), included illustrations of Noah building the ark. The king of Hungary, Wenscelas III (1301— 1305) may well have been an early owner. It is possible that it was two manuscripts that were combined, one having
fourteen pages filled with a Genesis cycle (Branner 1977, 228). On folio nine verso there are five scenes from the life of Noah, beginning with an image with the caption “Ci fet noel larche.” The series continues on folio ten recto with four more scenes ending with the curse of Noah. Each page has a total of eight scenes, with quarter circles at the four corners, two half circles at the side and two full circles in a central column. The psalter is both in style and format connected to the Saint Louis Psalter and the Ingeborg Psalter (von Euw and Plotzek 1979-1985, 1:322—329). In this case as in so many others Noah builds the ark alone. He is standing inside the vessel or just behind it wielding an adze. The boat is double-
NORTHERN EUROPE IN THE HIGH MIDDLE AGES 73
ended, with both bow and stern ending in a turn similar to a scroll and one end, probably the bow, is slightly narrower and smaller than the other. The shape is roughly that of a contemporary hulk. Noah is out of proportion to the boat. He has neither long hair nor a beard, but he does wear a close-
fitting tunic (Fig. 22). The completed vessel appears in the next five scenes and in its completed form there is a building with three arches sit-
ting inside the boat. There are never more than three people shown on board, one of whom is Noah’s wife, depicted in one scene contemplating the gangplank before climbing on board.
Noah Building Woven Arks Another Paris manuscript illuminated about the same time follows the pattern typical in northern Europe (New York: Pierpont Morgan Library 638, fol. 2vo.). The miniature shows the entire story of the Flood in four separate sections, each of equal size. The arrival of the dove, the departure from the ark, and the offering of burnt sacrifices occupy the last three portions. In the first God commands Noah to build the ark, and in the same picture Noah works on the ark. God issues from the clouds with a crossed
nimbus. Noah looks up at him with hands open and outstretched. He wears a flowing robe over a darker garment. The second figure of Noah has discarded the robe, exposing a short, belted tunic. He concentrates fully on his job and wields a two-handed polless T-shaped ax, working on a piece of wood set up on a trestle. He is obviously shaving down one side of the piece of wood, perhaps to fit it inside the hull, about a third of which appears on the right. On the ground lie a spoon auger with curved handles and a hatchet. The second panel, showing the ark riding on the waters of the Flood, makes clear that while the building inside the ark is constructed with lumber in the usual way the hull is made up of pieces of wood woven in a lattice (Fig. 23). The earliest example of an ark with a woven hull is from a capital at the Church of the Madeleine at Vézelay dating from the first half of the twelfth century (Vézelay: Church Madeleine; Nave: Capital: South side, pier 3). The medium and the position of the sculpture severely confined the artist, so that the result is a far cry from the efforts at more realistic arks that turn up in manuscript illumination of the same period. On the left is a man with both hands controlling a broadax. On the right is another man, probably Noah, with his head and the upper part of his body inside what looks much like a bird cage or wicker basket. Noah seems to be weaving the ark, passing reeds in front and in back of two posts that
74 THE ART OF MEDIEVAL TECHNOLOGY
rise from the base of the construction. The reeds seem to be fastened to the posts, which form the corners of the box-like cage. There is a sloping roof as well. A completed ark of similar woven construction can be found in the Cathedral of Saint Lazare at Autun, done by an artist who also worked at Vézelay (Horrall 1978, 207).
Even if the Hebrew Bible did say that Noah built the ark with reeds, medieval artists and exegetes in the Latin West probably did not know it. The Vulgate was virtually their only source and the Latin Bible gave no indication whatsoever that reeds might have been used. In both pictures and literature, however, the ark was built like a medieval house: a builder first set up timbers, next wove wands or twigs to those frames, and then covered the walls inside and out to make them waterproof. The fourteenth-century English poem Cursor Mundi is explicit in its description of building the ark with wands wound back and forth. After this was finished Noah, so the story went, was to cover the vessel with pitch and then plas-
ter it inside and out. The literary source may have taken its inspiration from art, the opposite of the norm in the Middle Ages (Horrall 1978, 202-203). Apparently, as is obvious from a small surviving fragment, the ark of the Cotton Genesis was panelled. The exterior with ail the small pieces of wood gave the impression of a woven surface. First perhaps in Vézelay and then in the Pierpont Morgan Library manuscript the error of interpretation of a Cotton Genesis illustration was repeated (Horrall 1978, 202—204, 206—208). Though artists who depicted woven arks were not recreating shipbuilding practice, they were recreating house building practice. From the tenth century on a number of artists showed arks as ships with a hull and some fanciful house or palace set in the middle of the vessel. Thus for the building inside the artists drew on contemporary house-building technology, just as they drew on contemporary shipbuilding technology to depict Noah’s work on the hull.
Noah in Sculpture Three English church sculptures, one from the twelfth century and two from the thirteenth, show Noah building the ark. The medium imposed strict limitations, but the results are nevertheless very similar in many ways to manuscript illustrations. They are consistent especially in their representation of the technology and of the shipbuilder’s role. The frieze across the facade on the west exterior of Lincoln Cathedral, dated to the 1140s, has a Noah (Fernie 1977, 26—27; Sax] 1954, 47-49, 57) who
NORTHERN EUROPE IN THE HIGH MIDDLE AGES 75
lectures a smaller man holding a hatchet. Noah’s right arm is extended and he points his index finger at the smaller figure’s head. In his left hand Noah holds a hammer, which rests on his shoulder. Noah’s beard, incidentally, is rather short, as is his hair.
The two men are working on a small clinker-built ship, which sits in the background. The overlapping planking is obvious. The bow is sharply brought up and curved, reminiscent of contemporary Scandinavian vessels and their descendants, keels. While on the one hand Noah is directing the second man or boy, he is also directly involved and interested in the work. He carries a tool, making the impression clearly that of a worker (Fig. 24). The decoration and sculpture of the west side of the Cathedral was subjected to considerable influence from French art and sculpture, and specifically from Abbot Suger and the church at Saint Denis (Zarnecki 1953, 21-28), but in the case of Noah working on the ark the connection is more certainly with a number of manuscripts both from England and elsewhere, including the Munich Psalter done in Munich (Saxl 1954, 52—55). The Noah sculpture in the tympanum of the Cathedral of St. Andrew at Wells, dated to the thirteenth century, is unequivocally connected to the insular manuscript tradition. Noah is bent over a plank that is set on two sawhorses, holding the wood with his left hand. His right arm has broken
off, but the single-handed T-shaped broadax he is using is still there. A hammer and an ax are on the ground beside the sawhorses. Behind the singular figure of the working Noah is a clinker-built boat. It has a keel and posts at either end and, like the boat in the Lincoln Cathedral frieze, looks like a keel. Noah again is bearded but here he also has a thick mustache. Oddly, he wears a loose jacket and skirt, not like the standard closefitting garments of most thirteenth-century depictions of workers. The Noah sculpture decorating an arch spandrel along the north wall in the Chapter House of Salisbury Cathedral was begun soon after 1272. It, like so much of the rest of the decoration, has suffered from Victorian restoration (Gardner 1951, 108—109). This Noah also has a loose-fitting robe and though again the influence of manuscript illumination is obvious, the drapery especially shows the effects of the exposure to French sculpture. The influence may have come from imported images (Prior and Gardner
1912, 612—613) but it could also have come from the Salisbury artist having seen similar decorative figures in France. The scenes are like those at Wells in that they are simple, but the figures typically are in picturesque postures, quite different from the stately simplicity of those at Wells (Stone 1955, 131; Prior and Gardner 1912, 345). The depiction of Noah building the ark is the sixteenth scene of a series recording sacred history from the
76 THE ART OF MEDIEVAL TECHNOLOGY
Creation. The depiction conflates God commanding Noah to build the ark with Noah hard at work on it, as is the case with a number of earlier and roughly contemporaneous manuscript illustrations. God, on the left, has his hands extended toward Noah, who is looking at him in rapt attention while he hold an auger and turns it into the keel of a ship. Noah wears a cap. The vessel, which takes up almost the entire right side of the scene, is clinker-built and has an animal head at the prow. The Viking parentage of the vessel is obvious. Only the forward half of the ship is completed. The bow seems to rest on the ground, but the portion of the keel where Noah applies his auger rests on a tree that serves the purpose both practically and artistically of the sawhorses of the manuscript illuminations (Fig. 25). The Noah sculpture at Wells Cathedral is very much like the Noah in the archivolt framing the tympanum of the portal of St. Honoré at the Cathedral of Notre Dame at Amiens done earlier than Wells, that is, in the first half of the thirteenth century. At Amiens Noah works alone with a tool in his hands. He is one of many figures on the second archivolt follow-
ing Adam in a series of Old Testament figures that starts with the first man. The next archivolt has figures of the prophets, and the fourth and final one apostles and evangelists, so that as a whole the archivolts give a clearly articulated narrative of sacred history. Most of the Old Testament figures are individualized by specific action; Noah is no exception. He is shown working with an auger on a plank, an ax lying within easy reach. He leans forward to press down on the auger, as usual deeply engrossed in his work, in the posture of one perhaps atoning for his and others’ sins through his labor. Scooping out round holes was typical work on a clinkerbuilt hull, since before the invention of the brace and bit in the fifteenth century all the holes for the dowels had been made by hand, using augers. Noah in the Amiens sculpture thus shows the standard methods of operation. All of the Old Testament figures chosen for the archivolt were ty-
pologically related to the bishop’s function, St. Honoré having been a bishop (Katzenellenbogen 1961, 1:280—283, 286). In Noah’s case it was his preaching function. Another French Noah sculpture, this one from the second half of the thirteenth century, is unique because it has Noah using a very different tool. At Sainte Chapelle, commissioned by King Louis IX, Saint Louis, to house the sacred crown of thorns that he bought from the Latin Emperor of Constantinople, Noah appears in a quatrefoil in the door (Babelon 1968, 4:56—61; Liberani 1967, 9: 1034), holding a long-handled brush, which he uses to swab the clinker-built hull of a ship (Fig. 26). Presumably he is covering the ark with pitch, as ordered by God (Genesis 6:14). The Hebrew word for pitch does not occur anywhere else in the Bible, but it does
NORTHERN EUROPE IN THE HIGH MIDDLE AGES 77
correspond to the word used in the Gilgamesh epic. The writers of the Bible regard the function of the pitch as being to keep water from getting into the vessel (Cassuto 1961, 2:61—62), and it had the same function for shell-built hulls. They were typically covered with pitch and even caulked, though the planks were fitted tightly together. Such caulking was more extensive with shell-built hulls of the Roman type than with hulls having
overlapping planks like those built in northern Europe. The ark on the Sainte Chapelle door looks much like a seventh-century Armenian church set inside a northern European ship. While the church inside appears out of place, the ship design is perfectly consistent with contemporary northern French building technique. It is doubtful that the workman who did the Sainte Chapelle Noah was from southern Europe, though the suggestion has been made (Lessing 1968, 111—112).
Thirteenth-Century Manuscript Illustrations and Their Descendants Two early thirteenth-century Spanish depictions of Noah building the ark belong stylistically and technologically to the collection of northern European works. The so-called Pamplona Bibles from around 1200 are picture Bibles apparently produced in northern Spain, though their origin is uncertain (Bucher 1970, 1:38—40). On the back of the eighth folio two panels show Noah, identified by name, first listening to God’s commands and then working on a vessel. God, with a nimbus, appears in the upper left corner in both panels. In the lower panel there is not even a cloud surrounding him. In the lower panel Noah is on the right, holding a rather modern-looking ax in both hands. His loose fitting and flowing garment is not designed for work. The outline of a completed vessel appears clearly in the center of the picture. It is a rounded ship, and while it is not a precise reproduction of the design of the northern European hulk, it bears more resemblance to that type of ship than to any thirteenth-century Mediterranean vessel (Fig. 27). Basque shipbuilding in the High Middle Ages bor-
rowed heavily from northern European practice. The barques used in forays down the Iberian coast in the thirteenth century and to Morocco and the Atlantic Islands in the fourteenth were much like keels common in northern Europe (Soto 1975, 23—56). It would thus not have been surprising to find a hulk being built along the northern coast of Spain in 1200, nor to find an artist depicting one.
The Noah building the ark in a fresco in the Chapter House of the Sigena monastery in Aragon, unquestionably in the Mediterranean basin, is definitely a workman and not an unoccupied director of other men. The
78 THE ART OF MEDIEVAL TECHNOLOGY
series of Old Testament scenes starting with the Creation that decorate the arch spandrels were done in the first years of the thirteenth centuryv. The fresco was destroyed during the Spanish Civil War, but the remains were collected and taken to Barcelona where they were pieced together for exhibition. The tenth scene in the series shows Noah at work on the ark, wearing a short-sleeved tunic over more closely fitting shirt and hose. He
is putting planks in place in a ship that is certainly northern in design, looking much like the keels Noah builds in the Salisbury Chapter House and Lincoln Cathedral sculptures. He wields a small hammer with a claw foot, holding it easily in one hand. His left hand is placed on the planking of the ark. He appears to be putting planks into place, scarfing them one to the next with straight joints (Fig. 28). Some characteristics of the faces suggest influence from Byzantium, possibly through Sicily. On stylistic grounds art historians have argued that in fact the artist was from Winchester and probably had worked on the Winchester Bible (Oakeshott 1972, 104-105). A number of Anglicisms are evident in the painting style, the Byzantine influence being limited to the figures (Pacht 1961, 166, 170—171). The technological evidence clearly
bears out the conviction that the artist who planned and at least in part executed the Sigena fresco apprenticed in England. The method of building and the ship itself suggest a northern European origin for the artist. He may have inserted southern figures, but in every other respect he adhered to the style and composition he had learned earlier in Winchester. The wall paintings at Sigena provide another example of the role of English artists not only in importing Byzantine style but also in moving beyond the work of their Byzantine masters. The thirteenth and even more so the fourteenth century experienced a
wave of manuscript illustration of Noah building the ark. Many of the manuscripts are originally from England, are related, and can be firmly placed in the tradition of the Cotton Genesis. Despite this debt to earlier works innovations in shipbuilding could and did appear in the depictions of Noah. Undoubtedly the best example is a thirteenth-century psalter that has Noah wearing a cap and working on a small boat (Cambridge: Library, St. John’s College K. 26, fol. 7vo.). The vessel has a keel, and at either end there are posts that end in animal heads. The form is similar to that of the contemporary town seal of Bergen, Norway (Fig. 29). The vessel sits on two trees that have been cut and trimmed to act as sawhorses. Noah has completed more than half of the hull planking, just as in the Salisbury Chapter House sculpture. Again he is using an auger, but this one shows an innovation. The auger has a small pad on the top against
NORTHERN EUROPE IN THE HIGH MIDDLE AGES 79
which Noah leans, so that the entire weight of his body presses the auger forward, leaving his hands free to turn it. This breast auger was a significant improvement over its predecessors, since it gave the workman more force behind his tool (Moll 1930, 167, 171). It could also be used easily in tight places, a great advantage when working on ships. The breast auger was probably first introduced around 1000; although there is one in the Bayeux Tapestry the illustration in the Saint John’s Psalter is the first good illustration of the new piece of equipment (Goodman 1964, 171-172, Moll 1930, 171). Noah, as always, is intense and concentrating on his work; he works alone (Fig. 30). The much later Velislav Bible picture, dated to about 1340 and owned by Queen Elisabeth Rejcka, offers another form of conflation of the Noah story (Prague: University Library XXIII C. 24, Lob 412, fol. 9vo.). It also may depend on an English model, and thus perhaps be related to the Millstatt Genesis and ultimately then to the Cotton Genesis. The artist was a minor official in the chancellory of Emperor Charles IV (Réau 1946, 152) and his style is Gothic, possessing a softness not found in earlier works on the same topic (Weitzmann and Kessler 1986, 25—26). In the upper panel a group of people on the left watch as Noah both builds the ark and brings the animals into the ark. The vessel resembles a two-story house; the man working with an ax above is certainly the same as the man showing animals up the gangway below (Fig. 31). While two Noahs often appear in Fnglish manuscripts, they are always depicted as receiving God’s command and working on the ship. Despite this difference there is clear evidence of English influence in this work, as well as that of Bohemian mural paintings, this latter an influence apparent quite generally in the work of the two or more artists who did the nearly seven hundred and fifty illustrations in the Velislav Bible. Several pictures show the realities of everyday life (Kvet 1959, 7, 17—18), presumably the one of Noah among them. The upper of the two Noahs is certainly a worker, climbing as he does up on the ark. A slightly earlier psalter from East Anglia begun for the Saint Omer family in 1325 shows Noah building his ark in clinker style (London: BM, Add Ms. 39810, fol. 7). The Beatus page is elaborately decorated along the border with medallions containing scenes from the Old Testament. The seventh in the series depicts the building of the ark (Millar 1928, 56 and Pl. 1). Within the medallion the long-haired but unbearded man working inside the completed hull with a hammer presumably represents Noah. This Noah has men working with him, one of whom is climbing a ladder set against the ark. Over his shoulder the assistant carries a piece of a rib.
80 THE ART OF MEDIEVAL TECHNOLOGY
The ark is at the stage where the overlapping exterior planking is in place and the frames have to be shaped and inserted. Four other men work away down on the ground in front of the ship. The two at either end of the ship are putting rivets in place. One of the others is dressing a plank with an adze, his two feet astride the piece of wood. The last man is using an ax on a piece of wood that is set up on a trestle. This last attitude is reminiscent of other Noah scenes, but this man has his foot on the plank, an uncomfortable but apparently not uncommon position, since it appears in other depictions of shipbuilding. Outside of the medallion eight other workers do various jobs associated with the construction of a ship. Two use axes to cut down a tree, another carries a rib slung over his shoulder up a ladder, the fourth man holds the ladder for the third, another man uses a breast auger and a sixth uses a hatchet on the end of a plank, while the last two pull on a rope attached to the prow of the ark as if they were starting its launch (Fig. 32). The vessel appears to be a cog with some upperworks at the bow, already called a forecastle in the thirteenth century. The cog
became in the fourteenth century the dominant cargo carrier for longdistance transport of bulk goods in northern Europe. Since cogs were larger than any contemporary vessels in the North, the artist, in choosing to show a cog, reflected a change in shipbuilding practice. And since building one of the new bigger cogs was a more ambitious undertaking, it is not surprising that the Noah of the Saint Omer Psalter does not work alone. Yet he does work, the presence of assistants not deterring him from putting his hand to the job.
Noah in Fourteenth-Century Manuscripts Two early fourteenth-century Paris manuscripts on the other hand have
Noah as the solitary shipwright. An undistinguished antiphony shows Noah building the ark in a miniature in this case inside the initial Q against a decorated background (Paris: Collection, Marquet de Vasselot, Antiphony, fol. 4). He is raising an ax. There are two figures in the border but they are grotesque and clearly have no connection with building the ark. One is wielding a mace while the other is an archer going after a bird. The second manuscript, dated to 1317 (Paris: Bibl. de l’Arsenal, 5059, Jean de Papeleu, Bible, fol. 12vo.), may have been done by Maitre Honoré, whose work greatly influenced the well-known Life of Saint Denis manu-
script of the same year (Bib. Nat., Ms fr. 2090-2092; Egbert 1974, 3, 11—17). The work is certainly in the style of Paris manuscript illumination of the reign of Philip the Fair (Réau 1946, 137-138). God with a nimbus
NORTHERN EUROPE IN THE HIGH MIDDLE AGES 81
appears in the upper right in a cloud. He looks down at Noah, who has his eyes raised toward him. Noah is bearded, but in this instance bald. Noah has both hands on an ax with which he is chopping at the gunwale of a clinker-built boat (Fig. 33). Behind him a second more modern ax rests on
the ground and on the post of the ark. Obviously then the broadax, descended from the battle-ax, existed side by side with the modern ax. The vessel appears to be a hulk with a keel. It is not possible to date with accuracy when northern builders first tried to improve the hulk in the same way that they had earlier improved the cog, making it more seaworthy. It may be that this is the earliest illustration of the improved hulk. There are four fourteenth-century English manuscripts that show Noah building the ark. They continued the tradition already well established in the eleventh century. The Queen Isabella Psalter, executed for the wife of King Edward II around 1303—1308 is the least impressive of the group (Munich: Staatsbibl., gall. 16, fol. 2lvo.). The command to build occurs within an initial letter D, Noah being addressed by a half figure of God, who is much larger than Noah. Below, where he is identified by name, Noah is swinging a large-bladed polless broad T-ax. On the right the ship is filled and on the water (Fig. 34). The Queen Mary Psalter, also from the early fourteenth century, is certainly a more famous manuscript and one that had some influence on later Bible illustrations (London. BM, Roy. 2B. VII, fol. 6ro.). Though from the East Anglian school (Millar 1928, 17—18) it was probably made in London. Among manuscripts from that school it most closely approaches French style (Rickert 1954, 139, 142-143), being more modelled and showing an
interest in the representation of space and in naturalistic depiction that became commonplace in subsequent years (Alexander and Kauffmann 1973, 90). Such stylistic innovation signalled a move beyond the style typical of Gothic illustration to an even greater interest in nature. The focus on nature itself was part of the interest in technology, in power over nature, that became obvious in many sources in the course of the fourteenth cen-
tury. In the case of this manuscript the images were to explain a legend told in Anglo-Norman verse that deviates significantly from the usual story of Noah and the ark. The devil, so the story goes, wanted to stop the secret building of the ark. Noah’s wife agreed to help the devil, since the angel who told Noah to build the ark appeared in human form and that made her jealous. Accordingly, Noah’s wife gave him a potion in order to find out what he was going to do. The first blow that Noah then struck in building the ark was heard around the world, the noise signaling to God that the secret was out. In other versions of the story at this point all of
82 THE ART OF MEDIEVAL TECHNOLOGY
Noah’s work on the ark was destroyed and he had to start over. God then forgave Noah and sent an angel with ready-cut building material to speed up the already delayed project. Nevertheless, somehow the devil snuck
onto the ark, but when the dove returned Noah blessed it and the devil was driven straight through the bottom of the ship. The serpent then had to fill the hole created by the devil’s departure with his tail (Horrall 1978, 204—205, n. 19; Réau 1946, 145-146; 1956, 106; Warner 1912, 13-15, 56—57). The connection of Noah’s wife with the devil may well be derived from the fourth-century Book of Norea that circulated among Gnostics and is mentioned in apocryphal literature (Kolve 1984, 201—203; Tonsing 1978, 132).
In the Queen Mary Psalter the angel appears to Noah on the left side of a lower panel. On the right he is building the boat and the connection with earlier manuscript illustration and sculpture in England is obvious. The boat sits on sawhorses that are also trees; the two are confused. The vessel is probably a cog. Noah in the foreground works on a piece of wood also set on sawhorses. His left foot is on the piece of wood and he swings his polless ax with both hands. This is the same ax he had on his left shoulder while listening to the angel (Fig. 35). On the next page the top panel tells the story of the devil’s appearance and of Noah drinking the potion. In the lower panel the angel returns with the needed material. It turns out that the pre-cut supplies are reeds, thus a portion of the ark, the upper part of the ship’s hull, is woven. Inside the ship is a palace which shows no sign of weaving (Figs. 36 and 37). The Holkham Picture Bible, begun about 1326, was probably influenced by the Queen Mary Psalter, though there are similarities with the Velislav Bible as well (London: BM, Add. Mss. 47680, fol. 7 vo.—7ro.). Both this
picture Bible and the Pamplona Bibles show the degree to which the influence of the Cotton Genesis tradition, transmitted directly or through various intermediaries, had become pervasive by the fourteenth century. It shows as well the degree to which artists could and did vary and embellish
that tradition (Weitzmann and Kessler 1986, 28, n. 147). The Holkham Bible, a picture book with a short explanatory French text, may have been produced in London. The style is broad and vigorous rather than fine or meticulous, but little is left to doubt in the extensive illustration (Mellinkoff, 1981:66). Although the legend of Noah’s wife is shortened it is the same
story (Horrall 1978, 205; Rickert 1954, 150). The characterization of Noah’s wife as devil’s advocate and flouter of God’s intentions makes her story curiously parallel to that of Eve, since if Noah was a new beginning then she must have been the mother of all men. She is described as such at
NORTHERN EUROPE IN THE HIGH MIDDLE AGES 83
times in earlier Christian literature (Stichel 1979, 92). Herreputation was to deteriorate even further in the drama of fifteenth-century England, and it seems that the plays did ultimately influence illustration. The Holkham Picture Bible has forty-two leaves with a total of two hundred and thirty-one pictures, all by the same artists. The story of Noah appears on folios seven verso to nine (Hassall 1954, 1—11, 25, 29, 35, 41). Noah is once again given reeds to finish his job, which is running late: the final product has a lower hull, the first four stakes, in something of the shape of a scow made of planks and an upper hull made of woven reeds. Noah is shown twice building the ship. In the first case he works with an ax on the planks of the hull, which is set on the ground. He has his right foot on the planking and he wields the ax with his two hands (Fig. 38). In the second Noah is weaving the reeds in and out along the posts, which are already set up ina frame (Fig. 39). Both an ax and a single-handed adze are shown, but here when Noah is talking to God they are at rest, hanging from the frame. In both cases Noah acts alone as the builder of the ship, whether working with planks or wattles. In both cases Noah is bearded. He wears a loosefitting garment and for the first time in medieval illustration, a Judenhut or Jew’s hat. The Jew’s hat appears rarely on the head of Noah the shipbuilder, though other Old Testament figures are often depicted wearing them in the twelfth century and more soin the thirteenth, after church councils made it obligatory for Jews to wear distinguishing clothes such as a pointed hat. The hat was certainly a sign of opprobrium: in the manuscript from Louka
in Moravia the scene of Cain slaying Abel appears before the scene of Noah building the ark, and in it Cain wears a pointed hat but Abel does not
(Mellinkoff 1970, 128-129). The fact that Noah escaped almost completely from being shown with a Judenhut certainly indicates that he was not classed with the enemies of the church, with infidels and heretics. His place as a type of Christ far outweighed any connection with Judaism. The last of the fourteenth-century English manuscripts is more problematical (London: BM, Egerton MS 1894, fol. 2vo). Done in the third
quarter of the century, possibly at Durham, there is strong evidence of Italian influence in the decoration, so much so that originally it was not thought to be English. There are twenty leaves, all devoted to a continuous illustration of the book of Genesis. By this time pictures no longer served only to highlight the salient points of the story, as was the case in the high Middle Ages, but rather to give a continuous narrative. Each page is divided into four compartments and each compartment has a single scene. The Egerton manuscript definitely belongs to the Cotton Genesis tradition, with many similarities to the Bodleian Caedmon and Aelfric Para-
84 THE ART OF MEDIEVAL TECHNOLOGY
phrase manuscripts of the eleventh century. The artist may have based his work on some Anglo-Saxon intermediary or on a last antique original, an archetype of the Cotton Genesis (Weitzmann and Kessler 1986, 17, 25). It is possible that the English artist was in Italy when he completed the illus-
tration, which would explain the elements of the Italian style and also the connection with the late antique format, since it was well-known in Trecento Italy (Pacht 1943, 57-69; Henderson 1962, 177-178, 187—189, 196—197). The artist did execute at least two other psalters, which like
this one show the expressionistic trend of English illumination in the second half of the fourteenth century (Alexander and Kauffmann 1973, 90—91, 100).
The third item in the continuous narrative of the Egerton Genesis is Noah being ordered to build the ark. God stands on the left. Noah stands in the middle flanked by his wife, who is given the name Phurpara. He is bald, has a short beard, and holds an ax on his left shoulder. In the right foreground a beam sits on a pair of sawhorses that are no longer confused
with trees. It appears that by this time shipbuilders used purpose-built sawhorses rather than relying on stumps. In the lower right quadrant Noah is at work building the ark. The vessel is a cog with a flat bottom and posts at a sharp angle to the bottom. Overlapping planking of eight strakes is already in place. Inside the boat is a framework, obviously for a house,
the next step being to weave the wattles for that part of the ark. Noah is behind the vessel working on a plank that sits on two more sawhorses. He uses an ax or an adze. A young man carries a basket of pegs on his head that he is bringing to Noah (Fig. 40), though despite the assistance it is obvious that Noah is doing the building work.
Noah in Church Windows Three French stained glass windows embodied the same northern European tradition that appeared repeatedly in sculpture and in manuscript illustration. The window in Chartres Cathedral displays the best workmanship and is the best-known example of the three. Done in the thirteenth century, the window in bay forty-four was supplied by the guild of woodworkers, carpenters, and barrelmakers (Réau 1956, 105). Since Noah was the first to practice viticulture the barrelmakers were pleased to be included, and some of the jobs of their trade appear in inserts in the window. The guild could and did use the window to advertise the symbolic connection with the Old Testament patriarch and thus to lend status to their labor and their trade. The window testifies to the emergence and en-
NORTHERN EUROPE IN THE HIGH MIDDLE AGES — 85
hanced status of professional groups in the twelfth and thirteenth centuries. Their search for dignity and recognition of their contribution, as well as assurance that what they were doing would not lead to eternal damnation, manifested itself in such depictions as this (Legoff 1980, 112—115).
The window tells the story of Noah in various scenes. One in the middle of the window shows him building the ark. Bearded and laboring intensely, Noah has a small two-handed T-ax with which he works on a
plank that sits inside a finished hull. It appears that Noah is cutting a frame to fit inside the hull of what must be a keel, with its overlapping planking and curved form. Behind Noah is a man who carries a piece of wood on his back to the boat (Fig. 41). At the bottom of the same window are two men with small two-handed T-axes just like Noah’s working on a plank set on sawhorses. Their relation to the building scene in the middle of the window is not clear. Because the window had to be split into so many panes the artist was forced to tell his story on a reduced scale and with episodes not always clearly linked to one another (Delaporte 1926, 409-411). The thirteenth-century stained glass window at Niederhasslach in Alsace, presumably in the abbey church, is very similar in composition to the later work at nearby Strasbourg. There are two figures, the one on the left using an ax or possibly an adze to dress a plank that sits on two sawhorses and the one on the right, probably Noah, wearing a cowl rather indistinctly portrayed (Moll 1929, Hc 204). The work itself is in no way distinguished and the connection with Noah is only apparent through his use of one of the tools and the sawhorses that are connected with him in contemporary manuscript illustration. The Strasbourg Cathedral window dates from about 1315. At the bottom of a window in the narthex the story of Noah appears in a series of sections of the window devoted to Genesis. God commands Noah to build the ark in one section (Reinhardt 1972, 179—185) and he appears in the next with another workman. He still has a beard and a green tunic, but he has shed the long pants he wore while taking his orders from God. Both Noah and the other worker are using axes on a piece of wood or possibly the boat itself, set on sawhorses. Noah is presumably the figure on the left using the T-ax. The ax is polless and short-handled, but Noah still uses both hands. The other man has a smaller two-handed ax of more modern design. Noah has a beard and wears a cap. In this case as in the others, the medium compels a simplicity of illustration, though the essential manner of depicting Noah remains unchanged. It is not certain if the continued presence of smaller vessels similar to the keel in French illustrations of the
86 THE ART OF MEDIEVAL TECHNOLOGY
fourteenth century was dictated by the medium or, in fact, by the slower adoption of the cog in France. The latter is not only possible but likely. The different representations from northern Europe of Noah in the act of building the ark that date from between 1100 and 1400 in stained glass, in sculpture, and in manuscript illumination, chronicle a vision of the patriarch shared by many artists and much of their audience. There can be no question that northern Europeans of those 300 years understood Noah to be a workman, an artisan who used tools, who worked with his hands. Even with the notable exception to the pattern in the Munich Psalter done in Gloucester around 1220, artists and their patrons to a greater or lesser degree took Noah to be the sole builder of the ark or the builder with some amount of help. Where another worker or workers appear, Noah is still seen picking up and using the tools of the shipbuilding trade. The iconography of Noah certainly fell within the theological prescriptions of the time. The addition of the legend of the devil and Noah’s wife in early fourteenth-century England did not eliminate or supersede the critical theological. features of the Noah story as identified by the Church Fathers. Noah building the ark always and above all symbolized the founding of the Church. The images of Noah not only adhered to theological prescriptions but also remained consistent with what is known about contemporary shipbuilding technology from archaeology, from other visual representation, and from written documents on the building of ships. Thus Noah is
shown building vessels with overlapping planking for their hulls, the strength of which vessels clearly comes from the shell since the hulls are finished first. Frames are added later, most obviously in the Saint Omer Psalter. Noah is often shown boring holes for the treenails that held the clinkered planks in place. The images of Noah show in various ways what work was like on a northern Europe shipbuilding wharf in the high Middle Ages. Artistic representation was consistent with the technology of the day and drew on it for inspiration.
Southern Europe in the High Middle Ages
Southern Europe produced far fewer images of Noah building the ark in Romanesque and in Gothic style than did the North. Even in Italy, the most common place for such images, the number of cycles with Noah as a shipbuilder is quite small. The variety of vehicles for Bible illustration did not exist in southern Europe on the scale that it did in the North. Moreover, the greater relative prosperity of southern Europe made possible the
creation and retention of artistic works on a grander scale than in the North. The ties in southern Europe with the classical past not only in art but also in language, literature, and politics were always relatively stronger. At least in art, these ties did not prove confining; the opposite was in fact the case. Italian art moved rather quickly in the Middle Ages to new forms of expression, in part under the impetus of knowledge of late antique art. Already in the fourteenth century Noah appeared in early Renaissance style, a style that owed much to knowledge of late antique art through works like the frescoes in Saint Paul’s Outside the Walls. With few exceptions Italian artists drew their inspiration from the fifth century, either directly from works of the period or indirectly through intermediaries. Presumably the
decoration, the iconographical program of first Old Saint Peter’s, then Saint Paul’s Outside the Walls, and after that the abbey church at Monte Cassino inspired most images of Noah building the ark. The fact that the large majority of these images appear on church walls in the years up to 1400 and even after supports the conclusion that Roman church decoration was the primary inspiration. The cycle of scenes with major figures from the Old Testament usually
created the opportunity to show Noah, and since the cycles decorated 87
88 THE ART OF MEDIEVAL TECHNOLOGY
churches it was only logical that Noah should be shown building the ark, the type of the Church. Artists did also show the Flood, sometimes at the expense of a scene of shipbuilding, but the tradition from the fifth century made the choice of showing Noah as a shipwright the typical one. Most of the images of Noah are related not only because the topic was the same and the plan of the cycles was the same but also because many specific features such as composition, dress, tools, and so on are very similar or exactly the same. With few exceptions the depictions of Noah building the ark in Italy and in southern Europe in general in the twelfth, thirteenth, and fourteenth centuries belong to the same artistic tradition. That tradition may very well, like English manuscript illustration, have borrowed heavily from the Cotton Genesis.
Images of Noah on Church Walls The cycle of frescoes now in very poor condition at the abbey church at Ferentillo, north of Rome in the direction of Assisi, shows clear stylistic similarities to the frescoes at Saint Paul’s Outside the Walls (Wilpert 1916,
2,:588—589). There is a significant difference of opinion over whether they are in Romanesque (Grabar and Nordenfolk 1958, 51; Vitzthum and Volbach-Berlin 1924, 58) or pre-Romanesque style (Wilpert 1916, 2:592), and there is a difference in dating, some opting for the last quarter of the twelfth century (Grabar and Nordenfolk 1958, 51) and others for the elev-
enth (Vitzthum and Volbach-Berlin 1924, 58). The rendering of Noan building the ark has the familiar composition of a seated Noah directing three men, presumably his sons. He is larger than the workers. The frescoes have not been the object of extensive study, presumably because of their condition, an unfortunate state of affairs since they form a link between the eleventh- and thirteenth-century cycles of Old Testament scenes and fit firmly within an established tradition. A twelfth-century sculpture on the ninth capital on the west side of the cloister of the Gerona Cathedral is much more problematic. There are two scenes. In the first a bearded man, presumably Noah, is felling a tree with an ax. In the next the same man works with a short-handed polless T-ax, dressing a plank that is set on sawhorses. To the right of Noah is an angel. To the left is another man with a similar ax doing exactly the same type of work (Fig. 42). The capital looks very much like contemporary English manuscript illustrations; the ax, the trestle, and the single assistant all turn up in eleventh-, twelfth-, and thirteenth-century manuscript illustration in northern Europe.
SOUTHERN EUROPE IN THE HIGH MIDDLE AGES _ 89
The Gerona capital seems to belong to the northern European sphere of depiction of Noah rather than to the Mediterranean one. Yet there is no evidence to suggest that the sculptor at Gerona was from the North, or for that matter that the area experienced extensive influence from northern Europe in the Romanesque period. In fact, because Gerona lay on the pilgrimage route from Lombardy to Compostella, the greatest artistic influence in Catalonia was Lombard (Porter 1923, 1:186—187; Durliat 1963,
103). If there was any alternate source for the way of showing Noah it would have been from Toulouse, from the south of France (Guidol 1937, 26). The Gerona capital is an oddity that, though certainly geographically southern and in fact even found virtually on the shores of the Mediterranean Sea, still depicts a Noah consistent with the shipbuilder of northern Europe. The Noah in the mosaic of the Capella Palatina in Palermo on the other hand is Mediterranean both artistically and technologically. The Norman King of Sicily, Roger II, had the chapel built. It was consecrated in 1140 and the mosaics are from a slightly later date, probably finished around 1160 in the reign of King William I. The nave is the place, as usual, for the series of Old Testament scenes. The mosaics were probably done by Greek artists and their western pupils (Anthony 1935, 181—182; Dalton 1911, 406—409). The upper register of the north wall retells the story of Genesis in a series of scenes punctuated by windows. The Fall of Man, complete with serpent and tree, is followed by the judgment of Adam and Eve. Cain
and Abel next make sacrifices, and in the subsequent scene Cain kills Abel. Then Lamech tells his wives of the slaying of Cain and next, after a window, is the assumption of Enoch. The next set of images is a detailed retelling of the story of Noah. In the first scene Noah is shown with his
wife and his three sons with “Sem. Cham et Iaphet” written above the sons. Noah is tall, with muscular arms, long hair, and a long beard. He wears a long robe draped over his torso and left arm. He leans on the back of a chair where his wife sits, looking despondent. The three sons are of differing ages and sizes, the youngest being shown as an infant old enough to walk. A window separates the family group portrait from the mosaic showing the building of the ark. The latter seems to have some connection in composition with manuscript illustration in the tradition of the Cotton
Genesis. The connection may be indirect, depending on some English manuscript intermediary, but despite the telltale signs of English influence not everyone is convinced (Dalton 1911, 401; Weitzmann and Kessler 1986, 28). The command to build the ark and the construction are shown together in the same scene (Fig. 43). Noah on the left looks up to a God
90 THE ART OF MEDIEVAL TECHNOLOGY
who is offstage surrounded by a cloud. Written above the scene is “FAC TIBI ARCA in DE LIGNIS LEVIGATIS.” Noah has his two hands open
in front of him. The tree on the right recurs in later depictions of the construction.
In the middle of the mosaic is the ark itself, a ship built in the style of the Mediterraean with planks fitted edge to edge. There is a wale or bumper running the length of the ship just below the gunwale. Ships needed wales for protection when riding at a quay, something they did often in the Mediterranean but did rarely in contemporary northern Europe. The vessel is double-ended, the ends turn sharply up and in. This looks more like the design of a galley than of a typical cargo carrier, a round ship. Inside the vessel, which seems to sit on a trestle or sawhorses, is a house or palace. There are three workmen but they are definitely not Noah’s sons; no one of them looks anything like the three boys in the previous scene. One of the workmen stands on the ground in front of the ship
using a small hatchet, much smaller than the axes typical of northern European depictions of Noah. The fact that hull planking on southern skeleton-built ships was thinner than hull planking on north European vessels could explain the use of a less powerful tool. A second man, to the left, is making a hole in the top strake with an auger. It is a simple device. Such holes were needed to take the treenails that kept the planks attached to the frame. The third worker sits astride the roof of the ark and drives a nail or spike into the roof with a two-headed hammer. Noah is much larger than any of the workmen. The mosaics continue the story of Noah on the south wall of the nave. There Noah is shown leaving the completed ark, which has a building inside with four windows, at each one of which is a member of Noah’s family. The sons look much older than they do in the first scene on the north wall. Noah himself, complete with long white hair and beard, is at the bow helping animals exit from the ark down a ladder. The next scenes on another spandrel on the south wall shows the harvesting of grapes, Noah's drunkenness, and his being covered by his sons. The series of Biblical scenes and especially scenes from the story of Noah is rather full and extensive and goes beyond many other similar series to which it might be related. In the depiction of Noah building the ark the connection with the Salerno ivory seems clear. Though the number of workmen is different the composition is certainly similar. The connection of the Palermo Noah with a later mosaic at nearby Monreale is even more obvious.
SOUTHERN EUROPE IN THE HIGH MIDDLE AGES 91
King William II of Sicily had the cathedral of Santa Maria la Nuova at Monreale built rather quickly between 1174 and 1182, very much in the style and tradition of the Capella Palatina. Monreale was to be, like the Palermo chapel, a dynastic monument, as is clear not only from the mosaics but also from documents produced in connection with the construction (Kitzinger 1960, 117). The mosaics do form an organic whole, but attention to detail was limited, perhaps because of the speed with which the building was built. In any case the style is not as good as at the Palermo Palace Chapel. The Monreale mosaics may have also been done by Greek masters, or by them in combination with local pupils (Dalton 1911, 410—411), since they too include many scenes from Genesis and are
even more detailed than those at Palermo. They start on the south wall with a number of Creation scenes, followed by two of Adam in Paradise. The series then shifts to the west wall where God creates Eve and Eve is presented to Adam. Turning the corner the Fall and expulsion of Adam and Eve are on the north wall. After the scenes of the sacrifice of Cain and Abel, the killing of Abel and Lamech’s slaying Cain, Noah appears dressed in a long robe with an outer garment wrapped around him and draped over his left shoulder. He has a full beard but it is not long, his hair only going to his shoulder. He looks up to the hand of God with his own hands raised and opened. The mosaic of Noah building the ark appears on the south wall above
the triumphal arch of the nave (Fig. 44). The figure of Noah resembles those of earlier mosaics. He is much larger than any of the five workmen, and his name is inscribed above him. He has his left hand extended in the direction of the workmen, as if he were directing them or pointing out to the viewer what is being done. Three of the workmen may be Noah’s sons,
since they resemble somewhat the men who appear on the ark in later scenes. In the foreground of the scene two men are working in front of the ship, the one on the left dressing a small piece of wood with a little hatchet
and the other sitting astride a plank and working on trimming it with a small single-handed T-shaped ax with a blade much more curved than the
northern European type. In this case as well the tools are lighter than those shown in images from northern Europe. The ship is set up on two sawhorses. It is much like the ship in the Capella Palatina but is even more dramatically curved, the ends turning in over the vessel. Inside the ship is a two-part building, each part with a window, which doubles the Biblical number of windows. On the roof a man sits using a
bow saw, a tool virtually unknown in northern European depictions of
92 THE ART OF MEDIEVAL TECHNOLOGY
shipbuilding. The frame of the saw has a rope stretching from one end to the other and a stick inserted in the rope. By rotating the stick the tautness of the rope could be changed and in turn the tension on the blade. The stick stays in place because it sits against the central bar of the saw. The man on the roof of the ark has finished about two thirds of the sawing of the plank, which he holds with his left hand. The saw is in his right. In the upper right corner of the mosaic two men use a frame pit saw. The large balk is propped up by a pair of stakes. The man above has his right foot firmly planted on the large piece of wood, while the second man crouches and is perhaps in a pit. It appears that two cuts have already been made in the big piece of wood and the men are about half way through the third. The saw has large teeth, obviously designed for heavy work. After the depiction of shipbuilding there are two scenes above an arch. with Noah and another man who is presumably a son helping animals up ladders into the ark. The ark itself has a building inside with three windows; two people look out of each window. Four of the six people appear to
be women. In the next scene the ark is on the water and Noah, with even longer hair, is receiving the dove. Two scenes follow showing animals being helped from the ark and Noah making an offering with the rainbow in the background. The next two scenes depict, predictably, Noah’s drunkenness with his sons covering him, and the building of the Tower of Babel. The shipbuilding scene is clearly connected to the Palermo mosiac and ultimately to the Salerno ivory. Also clear is that Noah is not a workman. He is dressed differently, is distinguished in physical stature from the workmen, and shows no sign of lifting a hand to do work. While a number of English manuscript illuminators did borrow from the general style of these Sicilian mosaics in developing their pictorial narratives of the Bible for psalters, none of them borrowed the relationship shown between Noah and the men on the wharf, which further confirms the critical role of contemporary technology in the choices of these artists.
Mosaics from Northern Italy A third and later mosaic is very similar, and firmly establishes a connec-
tion with the Cotton Genesis manuscript tradition. The mosaic at Saint Mark’s in Venice of Noah building the ark was probably done in the early thirteenth century, though the dating of the scenes in the series is very difficult. Work began between 1071 and 1112 but was not finished until the 1280s (Bettini 1944(b), 18—19, 25—26). The Noah story appears in the
atrium in the second bay on the vault on the left side. It covers the full
SOUTHERN EUROPE IN THE HIGH MIDDLE AGES _ 93
gamut of the story from God speaking to Noah through the construction of the ark, the lading of the ark with a variety of animals, the arrival of the dove with olive branch, Noah’s cultivation of vines, his drunkenness and nakedness, and finally his death. The scene of building the ark has unfortunately suffered from extensive and largely incompetent restoration but the work is accurate in the arrangement and in the attitudes of the figures (Demus 1984, 2, 80, 247, n. 20). First a bearded Noah stands with his two hands raised and looks up at a hand extended from an arc of heaven (Fig. 45). In the second scene just to the right the same bearded Noah is speaking to a man, explaining to him what to do. The man he addresses is one of ten workmen busy with various chores. The carpenters are presented strip-like and were probably in two rows in the original manuscript. The first man instructed by Noah holds a straight-edge and appears to be a foreman in charge of the rest of the crew. The remaining nine workmen are divided into three groups of three each. In the first set two men stand facing each other and work on a beam set on two sawhorses. A third man sits in front of them with his left
hand raised. He seems to be using a tool but the rendering is not clear. These figures could be analogous to the ones that appear on top of the ark in the Salerno ivory. The second trio has two men using a frame pit saw. One sits on the ground while the other stands above, and in this case his left foot is on the large balk being sawed. The third man is in the background and seems only to be speaking to one of the sawyers. In the third group the top two men bore a hole in a large timber with an auger, oddly representing two men using what was usually a one-man tool. Below them
in the foreground is a seated man dressing a plank with a large twohanded broad T-ax. The job would normally have been done by a standing worker, but the mosaicist was so interested in squeezing as many men into
the strip as possible that he put that man below the others in an unaccustomed attitude (Weitzmann 1984, 119). Many scholars have seen Byzantine influence in the mosaics of Saint Mark’s. This influence is certainly apparent; the work may very well have been done under the direction of Greeks (Dalton 1911, 399—401). But the style of nearby Ravenna, which boasted impressive mosaics composed in
the late antique manner, also comes through in the Saint Mark’s mosaics. So too are Romanesque elements present in the decoration of Saint Mark’s, as well as signs of influence from the Salisbury school of painting. The mosaics had varied and different iconographic inspirations (Bettini
1944(b), 7—8, 12-13); nevertheless, there can be little doubt that the ultimate source dates from the fifth century and that it can in fact be
94 THE ART OF MEDIEVAL TECHNOLOGY
identified as either the Cotton Bible or some closely related manuscript (Tikkanen 1889, 99, 152). It is now widely accepted that the style and composition of the Saint Mark’s mosaics owe much to the Cotton Genesis (Weitzmann 1984, 119; Morey 1953, 74), and that their design was probably copied directly from that manuscript (Weitzmann and Kessler 1986, 17—20).
Indeed the Saint Mark’s mosaics are a principal source for knowledge of the since-destroyed Cotton Genesis. Using miniatures as models for
mosaics or other monumental art started in the classical era and continued through the Middle Ages. There were in all such cases of transmission certain common and constant principles applied. Artists, for example, were always selective; they condensed, omitted, added, conflated. All such principles can be identified as having been employed in the case of the depiction of Noah building the ark (Weitzmann 1984, 105—108, 141-142), Comparing the Saint Mark’s version with that in other works related to the Cotton Genesis makes clear the changes introduced by the Venice artist. Above all he expanded the personnel of the wharf to a total of ten, a far greater number than that shown in any other depiction of the job. Moreover, he only shows the ark in its finished form. The men are shown working in wood but they are not seen working on the ship itself. It may well be that the mosaicist wanted to include as many trades, as many types of artisans, as possible in the illustration to satisfy the knowledgeable audience he certainly had in what was then the largest port in Latin Christendom. It seems certain that while the Saint Mark’s mosaic fits the Cotton Genesis tradition, there were other and perhaps even more immediate inspirations behind the composition of the work. There is absolutely no question about Noah’s relationship to the job of building the ark. He is not only removed from the task of shaping wood but he is also distanced a step further from labor, now having an intermediary to transmit his instructions to the men handling tools.
Since Venice had such a large shipbuilding industry it is likely that Venice also enjoyed a high degree of specialization in the assignment of jobs on the shipbuilding wharves. It could be that the Saint Mark’s artist was only reflecting a trend in Venetian shipbuilding. The ship designer there was perhaps becoming even further removed from the actual construction of the ship, paving the way for men like the seventeenth-century Dutch shipbuilder of the Rembrandt painting. The Noah in the Florentine Baptistry ends the list of twelfth- and thirteenth-century Italian mosaics showing the building of the ark. Though the Baptistry was already an old building in the ninth century the mosaics date from the late thirteenth century. They have been attributed to many
SOUTHERN EUROPE IN THE HIGH MIDDLE AGES 95
artists, among others Andrea Tafi, who was born in 1213. He is said to have brought a Greek mosaic worker over from Venice to advise him; the mosaics make clear Greek influence. The lower portion, which includes the Genesis scenes, was done by another artist, perhaps Gaddo Gaddi. Whoever was responsible, the errors and stylistic lapses can perhaps be blamed on inexperienced Tuscan artists (Anthony 1927, 11, 17; Dalton 1911, 412; Wilkins 1927, 1, n. 2).
Noah appears in the octagonal dome in the lower zone, among other Genesis scenes that run from Creation to the Flood. The mosaics were extensively restored at the turn of this century, the restoration of the mosaic of Noah building the ark being completed in 1906. It-is difficult to say how much the depiction owes to the thirteenth-century artist and how much to the modern restorer, though there has certainly been some change from the original (Anthony 1935, 201—204; De Witt 1954, 1:2—4). Noah appears first in the eleventh scene, commanded to build the ark by a hand issuing from an arc of heaven. Noah is depicted with a nimbus, and on the
right stand his three sons. In the twelfth scene Noah stands on the left with his hands outstretched, facing his three sons who are hard at work on building the ark (Fig. 46). Noah wears a full-length robe with complex drapery, while his sons wear short simple tunics. The differences in footgear also suggest a distinction between the director of work and the workmen. The two sons in the foreground are using a frame pit saw to cut a large
piece of lumber. Not much can be made of the ship other than that the planks are fitted edge to edge. The third worker is inside the vessel, reaching out with a hammer in his right hand and what appears to be a caulking iron in his left. Oakum was usually forced into the seams of skeleton-built
boats to insure that they were watertight. Caulking was another of the tasks typical of thirteenth-century Mediterranean shipbuilding. Its presence in the depiction further suggests that the creator of the Florentine mosaic found inspiration for at least the technical details of the construction of the ark in contemporary shipbuilding practice.
A Manuscript from the Holy Land The universal history became a popular type of work in France and Italy in the second half of the thirteenth century; one written in Acre between 1223 and 1230 on both French and Byzantine models may be a product of some confused and menged artistic traditions. The surviving manuscript, dating from about 1285 (London: BM, Add. Mss. 15268, fol. 7vo.), was probably a royal dedicatory copy presented to the last king of
96 THE ART OF MEDIEVAL TECHNOLOGY
Jerusalem at his coronation in 1286 (Buchthal 1957, 84—87, 99, 150—151).
Whether it should be understood as a northern European work or one from the Mediterranean is difficult to say. In the depiction of Noah building the ark it shows contributions from both traditions. The illustrations taken as a whole are reminiscent of the Arsenal Bible, which suggests a stronger influence from northern France than from the eastern Mediterranean (Buchthal 1957, 68-80). The building of the ark forms the upper panel on a page, Noah bringing
the animals into the ark in the lower panel (Fig. 47). As was typical in southern Europe, construction is being done by a number of workers, in this case seven. The ark is of the Byzantine type, with a hull and inside the
hull a palace. The building has three stories, the top two with four windows each and the lowest with four and one half windows. The lower panel shows that each was intended to have four windows, the number per story being uniform there. Two workers occupy the foreground, one of them nailing spikes into the hull with a claw-footed hammer. The man to
the left is on his knees and seems to be rubbing something, perhaps 4 rough stone, over a piece of sawn wood. Three of the four and a half windows on the first level have in them a man each: one uses a hammer, but the other two are without tools or apparent task. The two men outside the
building, on the other hand, have specific jobs. The one to the right is using a bow saw, while the one on the left is making a hole with an auger. All of the workers wear tunics and have short hair. Noah also appears on the left and pushes into the border of the picture. He is very much different from the workers. He wears a long flowing robe
that almost engulfs him and has long hair, a long mustache, and long beard. He is much larger than any of the other men in the picture. Noah resembles the patriarch of the Italian mosaics except in one critical respect: he holds a raised polless modified T-ax in his left hand and in his right he has a piece of wood. It is not clear whether Noah is supposed to be working on the piece of wood he holds. It would in fact be difficult for him to do anything, since the wood rests on nothing and if he tried to deliver a blow with his ax his arm would hit the end of the ark, which comes just under his chin. Painting in the Crusader states was necessarily unique because of the unique political and social circumstances, the result of what was to be a short period of Latin rule established by an imported dominant military caste largely from northwest Europe. It seems very possible that the artist included Noah as a shipbuilder, as a man doing work, because of some northern French model. Noah’s isolation from the rest of the picture,
SOUTHERN EUROPE IN THE HIGH MIDDLE AGES 97
his elaborate clothing and exceptional general appearance suggest that some alternative influence—perhaps Mediterranean in origin—provided inspiration for the depiction of Noah, an influence that counteracted the depiction of Noah as worker, laboring beside the men working on the ves-
sel. Such speculation offers a satisfactory if not certain solution to the seemingly contradictory evidence in the illustration.
Images in Churches from the Fourteenth Century Only a few years after the completion of the Acre manuscript, between 1292 and 1304, the frescoes of the Upper Church of Saint Francis of Assisi were finished. The cycle of Old Testament scenes, done in the late 1280s,
is closely related to those in the abbey church at Ferentillo and more importantly to those at Saint Paul’s Outside the Walls (Wilpert, 1916: 088—589, 592). The inclusion of illustrations modelled so clearly on those in Saint Paul’s can be taken as evidence of a Roman party at Assisi (Belting 1977, 93; Tintori and Meiss 1967, 10-11). The dating of the Assisi frescoes is made more certain by the fact that Cavallini’s restoration of the Old Tes-
tament scenes at Saint Paul’s did not get underway in earnest until the 1280s. He presumably brought back what he had learned to Assisi to renowned artists such as the youthful Giotto and Cimabue, who worked on the frescoes in the Upper Church. The picture of building the ark was done, however, by another painter, one who followed the predominant Roman style. It may have been Jacopo Torriti, but it was more likely another Roman painter who came from a group that worked around him (Belting 1977, 225; Smart 1971, 3—9, 117—121). The striking similarity to the scene of Noah building the ark in Saint Paul’s guarantees that there was a close
connection between the two, so close that the Assisi painting has even been attributed to Cavallini (Wilpert 1916, 602). As in Rome, in Assisi Noah appears twice, first being commanded by God to build the ark and then seated on a throne directing construction, but in Assisi the two scenes are put into one. Noah looks up to heaven to a hand that appears from an arc. He has his own hands raised and open as if in prayer. Noah has long flowing hair, a long beard, and wears a flowing robe. His appearance is similar when seated, but while the standing Noah resembles more closely the standard type of apostle of the day, the seated
Noah shows greater similarities to early Christian depictions. Seated, Noah’s left hand rests but his right is extended and he points with his index finger as if directing the three workmen who are on the right of the
98 THE ART OF MEDIEVAL TECHNOLOGY
scene. His seat or throne lacks a back but is accompanied by a footstool. There is a simplicity and even austerity to the representations (Formaggio 1958, 20-21). One of the workmen kneels and is dressing a plank with a one-handed ax or adze. The other two workmen are using a frame saw to cut a large piece of squared timber into planks. To do this they have set the balk up on a small stand created by tying two poles together. The men have already made two cuts in the piece of lumber and are making their third and presumably final one, as in the scene depicted at Monreale. Although the man on the ground crouches slightly he is certainly not in a pit, nor does he have to sit on the ground. The man working above the balk has climbed part way up the incline created by the positioning of the timber and has both feet planted on it. Incidentally, the latter worker is shown to be very dark (Fig. 48). In the Bible Noah was said to have cursed one of his sons, Ham, for making fun of his drunkenness and nakedness. The son and his descendants were to be the slaves of the descendants of the other two sons (Genesis 9:21—27). The story was used as an explanation and an excuse for black slavery throughout the Renaissance and down into the nineteenth century, black Africans being taken to be the descendants of Ham. This work possesses many features of early Renaissance style, even if in composition it obviously owed a great deal to the past. It is not a slavish following of the late-antique model; the artist shows a good deal of freedom in dealing with the scene (Belting 1977, 225). Even so, the depiction of Noah is unequivocal. He is in charge of the wharf and directs work, seated in such a way that he cannot lift any tools. In this posture he lost his value as a symbol of penitence or atonement, although he may have retained the role of a symbol of patience and probity. In southern Europe Noah typically was not represented as a worker, so that he himself could never be the vehicle for showing a change in attitudes toward work, though the context in which he appears is a scene of physical activity. A more positive attitude toward work would only be communicated by depicting work being undertaken by the patriarch himself. What Noah did do in southern Europe—oversee others—was always depicted positively.
The Church at Decani in Serbia has a series of frescoes with scenes from the Old Testament. The church, the largest medieval church in Serbia, was built between 1327 and 1334. Although the building was designed
by a Roman Catholic friar the style is very much removed from that of contemporary Italy. The friar came to Serbia as part of a royal policy of opening the kingdom to western Catholicism, but since this policy had already failed when it came time to decorate the interior of the church, the
SOUTHERN EUROPE IN THE HIGH MIDDLE AGES 99
frescoes are Byzantine in inspiration. With more than twenty cycles, they
are extensive, with Genesis being the subject of forty-six paintings (Stewart 1959, 36-38).
In the scene devoted to the building of the ark Noah stands in the middle of a large ship (Fig. 49). The vessel appears to be a round ship similar to the typical Mediterranean cargo carrier. There are four other figures in the picture. One uses an auger at the bow, while a second climbs a
ladder to enter through a port—perhaps the window mentioned in the Bible—but there is a man there to speak to him. Behind Noah on the deck of the ship is a man who is erecting a large scaffold. The two posts and cross piece serve to frame the bearded Noah, who appears with a nimbus and uses his two hands to hold a large and slightly curved piece of wood. The most striking feature about the patriarch is his size. He dominates the entire scene, and though not strictly overseeing work he is not himself engaged in it either. The picture of Noah is certainly outside of the Italian or Latin or western European tradition, yet the technology it depicts is not alien to what appears in western scenes of Noah building the ark.
At Pistoia in Tuscany, there is a silver altarpiece in the Saint James Chapel of the Cathedral dedicated to Saint Zeno. The work, attributed to Pietro di Firenze, probably took its place around 1364 (Franklin 1958, 263; Lessing 1968, 18—19). One part of the silver is devoted to showing Noah
building the ark. The scene is very reminiscent of the Salerno ivory and the Sicilian mosaics. A large Noah stands in the center with his right arm raised, behind which another Noah kneels to hear the command of God. On the right is the ark, box-like but with a peaked roof. In the foreground are two men, each working on a piece of wood, one with what may be an ax and the other with an auger or saw. Another figure appears in the window in the center of the ark. On the roof are two men who look like they are nailing shingles into place. Workers on the roof of the ark are a recurrent part of the composition in Italian mosaics and manuscript illustration.
Manuscript Illustration in the Fourteenth Century Fourteenth-century manuscripts are largely consistent with earlier works, but do show some invention in the presentation of technology. Ac-
cording to one scholar, a Haggadah manuscript produced in Catalonia shortly after 1350 and now in the National Museum in Sarajevo, Bosnia, “is certainly the most famous of Hebrew illuminated manuscripts: it is among the most beautiful: it is perhaps the most important.” (Roth 1963, 7). The Haggadah was the ritual for the domestic service recited on the
100 THE ART OF MEDIEVAL TECHNOLOGY Eve of Passover. Since the service was carried out in the home and since all participants, including women and children, had copies, many manuscripts have survived. In Spanish versions the illumination was separate and the text came later, in a separate part of the book; the illustration was often only incidentally associated with Passover. In the case of the Sarajevo Haggadah there are thirty-four leaves of illustration with a total of sixty-nine illustrations, usually in two panels, one above the other, on the same page. The illustrations cover the entire story of the Pentateuch from the Creation to the death of Moses. Page four shows a familiar scene (Sarajevo: Museum, Haggadah, fol. Aro. ). The top panel of the page is of Cain killing Abel. The lower panel has
Noah on the extreme right with a beard and mustache wearing a hooded robe (Fig. 50). He holds an unidentifiable object in his left hand. His right is raised and he points with his index finger, directing three men. One of them kneels with a tool in his right hand and his left clenched, grasping the ark, which looks like a very small box. It has much of the same form of arks in Italian illustrations, going back as far as the Salerno ivories. The other two men in the miniature are using a frame saw, one man standing on the large squared timber and the other on the ground behind the ark. These workmen clearly establish a connection with an established artistic tradition. The Biblical scenes are consistent with the oldest Jewish miniatures but also show influence from contemporary art (Landsberger 1961, 382—383).
Gothic style obviously had the greatest effect on choices for the setting, the background, and the border of the miniatures, all of which are similar
to those of French miniatures from earlier in the century (Miller and Schlosser 1898, 24, 34—35). The long garments, youthful faces, and elon-
gated figures all are consistent with and imitative of Gothic style (Roth 1963, 8—17, 18, 26—29). This rare instance of a representation of Noah building the ark in Jewish art suggests that the sources for inspiration were similar for all artists and included, among other things, contemporary shipbuilding practice. Four fourteenth-century Italian manuscript illuminations of Noah and the construction of the ark present difficulties, each in its own way. They demonstrate the continued originality of artists even within established traditions and existing technology. An antiphonary probably of Paduan origin is by no means as clear as, for example, the Sarajevo Haggadah illustration in establishing Noah’s role as the overseer (Padua: Bibl. Capitolare, Antiphonary II, fol 73ro.). In the Italian case Noah appears along with four
SOUTHERN EUROPE IN THE HIGH MIDDLE AGES 101
workers in an initial letter D decorated with foliate ornament (Fig. 51). In
the middle at the top of the miniature God appears, with a nimbus and with hands outstretched. Rays extend from his mouth, suggesting that he is speaking to Noah, who looks up attentively. Strangely for southern Europe Noah holds a polless T-ax in his right hand and is using it to shape the piece of wood that he holds with his left. His long hair and beard unmistakably identify him as Noah. Two workmen carry planks, a third uses a plane, and a fourth has a short-handled adze. The ark is box-like, with planks at each level a little smaller than the ‘ones below. The nails that hold the planks together are clearly depicted. It
is obvious from this illustration that not all artists in southern Europe insisted on showing Noah as the supervisor. Some ship designers might well have turned their hands, on exceptional occasions, to the repair of boats, which could be the source for the artist’s impression that even shipbuilders sometimes used axes. Certainly for ship designers to be so employed was rare, judging from all the other pictorial evidence.
The four miniaturists who illustrated a Bible completed in Naples around 1360 worked very much in the French tradition (Vienna: Nat. Bib., Lat. Ms. 1191). The Bible was probably prepared for the court of the An-
gevin ruler of the Kingdom of Naples or for someone connected to the court (Bise and Irblich 1979, 7—13, 119). On one side there are two Noahs in a landscape (Fig. 52). Both are nimbed as is God, who speaks to the first Noah. God enters from outside the miniature, his right hand extended and his index finger pointing. Noah kneels before him, holding his heavy cloak over himself with both hands. The second Noah has his back to the first. His right hand is extended and he holds a rod or wand, which he uses to direct five workmen. They are busily building the ark, but it is not the typical ark of earlier depictions. It is just a frame, something that appears to be more of a house than a ship. Two of the workmen use hammers while another carries a heavy piece of wood. The timbers are decorated. It is apparent that the finished building would have a peaked roof, though the top of the structure reaches beyond the miniature. This ark was a deviation from the pattern standard since the ninth century of having a building inside the hull of a ship. The question of the ability
of the ark to sail appears to have been put aside by this late fourteenthcentury artist. The style may have owed a good deal to the influence of contemporary French manuscript illustration, although subsequent influence may have gone in the opposite direction, since depicting the ark as a house was repeated in later French works. On the other hand, the
102 THE ART OF MEDIEVAL TECHNOLOGY
depiction of Noah as the overseer is consistent with the predominant Italian style. So too is having two Noahs, one listening to God and the second showing his obedience to God by directing the construction of the ark. Another fourteenth century Bible from the court of the Count of Anjou at Naples shows the same pattern. The Hamilton Bible offers a summary of Genesis in sixteen miniatures set out in a matrix four by four (Berlin: Kupperstich Kabinett, ms. 78 E 3, fol. 4). The ninth in the series shows Noah seemingly on top of the ark listening to orders from God, who appears in the upper left corner of the square (Fig. 53). The ship is a house with a least four men working on it (Salmi, 1957: 35—38). The depiction is very similar not only to the other Neapolitan Bible but also to a slightly earlier work from Tuscany. The late fourteenth-century Rovigo picture bible, probably illustrated in Padua, has many of the same features (Rovigo, Bibl., Accademia dei Concordi, 212, fol. 4vo.). The more than three hundred miniatures appear to have been a reworking of Giusto de’Menabuoi’s fresco in the Baptistry there, though the Bible illustrations are by another artist (Bettini 1944(a), 141—142; Folena and Mellini 1962, ix—x, xxxii, li; Salmi 1957, 40—41). The pages are divided into four panels, typical of Paduan miniatures of the years around 1400 (Fig. 54). The depiction of Noah building the ark is strikingly like that of the Cotton Genesis, and though the Rovigo Bible was not a direct descendant of that now heavily damaged manuscript the ultimate source must have been the same for the two works (Weitzmann and Kessler 1986, 17, 26). The Noah story begins with a bearded, long-haired patriarch supported by a staff, standing in front of his three sons and looking up toward heaven. Noah is twice the size of the other figures. In the upper right corner is God
with a nimbus, surrounded by an arc and rays. God has his left hand raised (Folena and Mellini 1962, liii). The entire scene is in a landscape of trees and grass, which is largely obscured in the second panel on the same page showing the construction of the ark. Noah, on the left, holds his staff in his left hand and has his right hand open in the direction of the work. Noah oversees five men. One is on the ground in front using a bow saw with M-teeth, while a second is in back using a large short-handled polless T-ax that is very much out of proportion. Each of the other three has a tool but it is difficult to make out exactly what anyone of them is doing, though one may be using a plane and another a rule. All of them are beside the ark and are all working on planks. In the next scene the finished ark appears, resembling a large box with a window in the roof that looks more like a door. There are four men in front of Noah, two kneeling on the ground,
SOUTHERN EUROPE IN THE HIGH MIDDLE AGES 103
apparently putting the finishing touches to the ark. Noah again as in the previous panel is clearly the director, the boss of the project.
Frescoes from the Fourteenth Century Three frescoes complete the collection of fourteenth-century depictions of Noah the shipbuilder in southern Europe. The first, the model for the Rovigo Picture Bible, is from the Baptistry in Padua. The work was finished before the death of the artist, Giusto de’Menabuoi, in 1393. The story of Noah, in the sixth section of the drum of the Baptistry, is merely another of the Old Testament scenes (Fig. 55). The section devoted to Noah, as in all the other drums, is divided into two parts (Bettini 1944(a), 77—85). In the upper part a large bearded Noah in a mountainous landscape leans forward,
half kneeling with his hands open and his right arm outstretched. He is looking up to a cross-nimbed God in an arc of heaven. In the lower portion a number of men are busy working with wood. As in the mosaics at Saint Mark’s in Venice there is no ark, but the artist shows many different wood-working trades. Although the fresco makes it
difficult to identify all of the tools, a two-man frame saw and a pick or peavey can be identified. Noah himself holds a one-handed polless T-ax in
his right hand, standing at the upper left of the lower section holding a plank with his left hand and the ax raised about to strike. The problem is the same as with the Padua Antiphonary. Why Munabuoi chose to show Noah as a builder is not clear, though his source could have been some manuscript or artist from northern Europe. The fresco attributed to Piero di Puccio that serves as wall decoration at the cemetery Camposanto in Pisa was completed in 1390 and falls in the
tradition established at Assisi. It has been extensively restored at least twice. The painting is divided into three parts. In the first, the angel of God speaks to Noah in the upper left and construction begins (Fig. 56). In the
second, the ark stands on Mount Ararat while in the third, Noah, surrounded by some members of his family and some animals, makes a sacri-
fice. Noah has a long beard and like the other figures in the paintings is heavily outlined, which gives an effect of swollen roundness. Piero di Puccio also used shadows carefully, rendering certain figures and especially Noah more complete, more full, and more impressive. The construction scene is carefully balanced and busy, a sharp contrast
to the deserted landscape in the second part (Bucci and Bertolini 1960, 87—89). In the construction scene Noah looks up at the angel with his left hand extended (Ramalli 1960, 108—109). Just behind him is the same
104 THE ART OF MEDIEVAL TECHNOLOGY
Noah, now facing the workmen, who are busy with tools creating an ark. The vessel is outlined in the background. It has at least six completed stories, with a window in the top one. Though the roof is peaked and the roof planks are already in place, only a small portion of the walls is up. In the foreground two men operate a framed M-tooth pit saw, one standing on the squared timber. The balk they are cutting is set on a purpose-built frame, something much more permanent than that which appears in earlier works. Two others seem to be measuring a plank, another planing, while another sits astride a workbench and does something to a board with tools taken from a basket. The poor condition of the fresco makes it difficult to identify all the tools. Nevertheless, it is clear that by the fourteenth century Italian shipcarpenters had added the plane to their tool kits, along with some more varied measuring devices. The second Noah overlooks all this work with an attitude of concern, holding his cloak in his left hand
with his right hand open. The serious-looking figure standing next to Noah with arms crossed appears to be a foreman, an intermediary between the shipbuilder and the workmen. There can be no question that the Camposanto fresco was done in the style of the Renaissance. Behind that artistic style lay a new sensibility and new ideas about language and exegetical method, all of which would, in the long term, have a weighty effect on how Noah the shipbuilder might be depicted. Yet the composition of this late fourteenth-century work fits firmly in the tradition that can be traced back through the Sicilian mosaics and the Salerno ivory to the basilican churches of Rome. The painter thus drew on established artistic practice, existing technology, and the social relations created by that technology, just as his predecessors had done. The Sienese artist Bartolo di Fredi who painted a fresco for the collegiate church of Saint Augustine at San Gimignano in 1367 (Meiss 1972, 23) may have been influenced by the work of Taddeo Gaddi. Bartolo included twenty-four Old Testament scenes in the fresco cycle (Schubring, 1908: 558—559), including one devoted to the building of the ark. In it Noah is an old man in the lower left, holding a staff longer than he is. He points with his right index finger, directing at least eight workmen, who are busy using a variety of tools. The ark itself is a house with a dormer on the upper left that has a door, presumably for Noah to look out of at the end of the Flood (Fig. 57). The fresco shows nothing out of the ordinary. It is perfectly consistent with other contemporary depictions; its importance lay in the significant influence it would have in the next century in Paris.
The pictures from southern Europe are unquestionably better technically than those from northern Europe in the twelfth, thirteenth, and
SOUTHERN EUROPE IN THE HIGH MIDDLE AGES 105
fourteenth centuries. The skill of artists, their ability to execute works in different media and styles to show what they wanted to show, and to show detail was greater than that of their counterparts in the North. This greater skill should give the southern products greater documentary value for the study of technology, but despite their greater skill the southern artists drew ships that were neither especially interesting or accurate. In the fourteenth century a number of artists rendered the ark as a house, abandoning any attempt to depict a ship—a reversion to early Christian interpretation. It seems that they simply did not bother to show the hull of the ark, which held the house or palace that was to serve as shelter for Noah, his family, and the animals. What the artists did show about shipbuilding is consistent with Italian technology of the time. One of the rare pictures of shipbuilding that is not from the Noah group comes from Italy, perhaps
from Venice, and dates from the first half of the fourteenth century. It shows workers doing the types of things that turn up in contemporary pictures of building the ark (Fig. 58). The standard equipment—auger, ham-
mer, hatchet—are all in use. The vessel has its ribs in place and the workers have started to pin on the hull planks. It could easily be a picture of the building of the ark, except that it lacks a house or palace inside the ship and a Noah as overseer. Consistency of technology and most importantly the consistency of work in shipbuilding reinforced artistic tradition. The traditional way of depicting Noah the shipbuilder was dominant in southern Europe, most obviously in Italy. Since artists saw on the docks of
high medieval Italy much the same thing as artists saw in late antique Italy there was no special reason to change the way they showed Noah. With no obvious experience from everyday life to contradict the artistic tradition of having Noah as the director of operations, artists, with a few notable exceptions, retained past practice. In the fifteenth and sixteenth centuries there was a significant change in artists’ approaches to Noah, to the story of building the ark, and that of the Flood. The Renaissance changed the form, composition, and topics of works of art. The new views about human knowledge that were an essential part of the Renaissance created a drive toward greater realism in both
art and thought. Theologians came to deviate from the framework of understanding set out by the Church Fathers on almost all subjects, including the story of Noah. Scholars, thinkers, and writers presented Noah in a different way, as did popular culture. Obviously some new features had crept into the Noah story since the time of Augustine, but the novelities in literature and theology only became clear in the closing years of the
Middle Ages. The new views of Noah had a direct effect on how artists
106 THE ART OF MEDIEVAL TECHNOLOGY
dealt with showing him. The changes of the fifteenth, sixteenth, and seven-
teenth centuries in the approaches to Noah and then his final disappearance from art can be explained in part by the new ways of understanding him and the building of the ark. But the innovations in approach can also be explained by significant changes in shipbuilding techniques in the same period.
The Renaissance, the Reformation, and Noah
[terest in Noah declined in the later Middle Ages because of changes in Christian thought and devotion. This decline was part of the general and well-established turn away from the Old Testament to concentration on Mary and the cult of Mary, to concentration on the sacrifice of Christ and his body, on his human form, and also on a new type of religious devotion. The devotio moderna that became popular in the late fourteenth and fifteenth centuries especially in the Low Countries is only the best example
of this change in piety. More mystical, it called for an increasingly personal, subjectivist, private religion, removed somewhat from the learned approach of scholars. While this movement and others like it produced works on prayer, morality, and the good Christian life, it did not generally produce works of Biblical commentary. The increase in the production of Books of Hours, intended for private
devotion and for widespread diffusion, was a striking indication of the change in religious practice and religious sensibility. The books had prayers in the vernacular, another sign of the rise in “individual lay piety” (Meiss 1972, 7). While the new type of book might provide more chance to illus-
trate Noah building the ark, the new kind of devotion—with a principal goal being communion with God—led to an inevitable decline in interest in the Old Testament, in Old Testament patriarchs, and in depicting Old Testament scenes. The scholars themselves showed even less of a concern for Noah and the building of the ark. Like Hugh of Saint Victor before them they accepted the allegorical meaning outlined by the Church Fathers. From the fourteenth century on there was, however, a growing concern among them for the practicality of the Noah’s ark; how it could have been built, 107
108 THE ART OF MEDIEVAL TECHNOLOGY
how it could have sailed, and how all those animals could have fit into it— questions reminiscent of Augustine’s late antique discussions.
Nicholas of Lyra (c. 1270-1349), a French Franciscan exegete, professor at the Sorbonne for much of his life and “the greatest biblical commentator of the later Middle Ages” (Hailperin 1963, 3), turned the matter even more to the practical. He could read Hebrew and was familiar with the most important medieval Jewish commentators on the Bible, as well
as with Latin Christian exegesis, especially that of the great scholastic doctors of the thirteenth century. Nicholas did not reject the typological method of biblical interpretation, but sought and found moral, typological, and allegorical meaning in the Bible. He insisted that the Bible was not only allegorical but also historical, as Augustine himself had argued (Augustine 1950, 517). While Nicholas was not an extreme literalist he did nevertheless claim that the literal sense of Scripture, the story itself, was the most important
and decisive meaning of the text. The literal sense thus had to be fully understood, since it served as the basis for all other interpretations. Nich-
olas understood passages to have both an inner mystical and spiritual meaning and an outward or literal and historical meaning, the latter being more exposed and more immediate. It was this literal meaning that Nicholas decided to treat first and at great length. He did not hesitate to use diagrams to help to explain the literal sense of a passage (Hailperin 1963, 137-141, 252—253, 256-258, 283 n. 13). Nicholas, for obvious reasons, became known as the plain and useful doctor. His insistence on the centrality of literal meaning of the Bible explains both his influence on and his popularity with many Renaissance scholars and Protestant reformers. His Postillae Perpetuae sive Brevia Commentaria in Universa Biblica was the first Biblical commentary ever printed (Rome, 1471—1472).
Nicholas tended to gather together all past questions and commentaries on Biblical passages, report them, and then try to deal with objections to the stories. For example, Nicholas introduced a number of windows into the ark, since he thought they would have been necessary for all the animals (Allen, 1963: 75—76). Editions of Nicholas’ Postillae published in 1481 and in 1485 carried woodcut illustrations of what the ark might have looked like, with two possibilities offered in each case. The later version-
was nothing more than barges with buildings inside (Schramm 1922-— 1940, 8:1; 15:1, 3—4). Just as artists and printers were beginning to try to show technology for a new market they were also trying, as did the author, to figure out how it was possible for the ark to function.
THE RENAISSANCE, THE REFORMATION, AND NOAH © 109
The insistence on the importance of the literal meaning of the Bible, picked up by many followers of Nicholas in the fifteenth and sixteenth centuries, made more pressing a number of questions about the ark and the Flood. The size of the ark, its exact design, and the number and types of animals that went in the ark were all exposed to careful scrutiny. It was the same problem faced for so many years of making the Bible appear reasonable, of making it consonant with what human rationality would understand to be possible. The increasing emphasis on human reason in the Renaissance put ever greater strain on the Noah story. The questions raised seemed almost unanswerable. That is not to say that no one tried but most scholars, at some point, abandoned dealing effectively with all the questions and over time artists followed them. The eventual result was to make the entire story of the Flood itself less important and less worthy of consideration.
The greatest Protestant reformer, Martin Luther, was one who abandoned giving a full explanation. Though he rejected the typological approach, he did follow Nicholas of Lyra closely in his lectures on the Old Testament, often quoting him. Luther too concentrated on the literal mean-
ing of Scripture, rejecting allegorical interpretations but using allegory himself in explaining or elucidating the text. Although Luther’s comments on Genesis come from notes taken by students during lectures that were extensively emended and revised by an editor, it is nevertheless likely that
the published comments on the story of Noah building the ark do accurately reflect Luther’s thoughts. Luther praised Noah because his was a faith by which he lived his life and because he did exactly as God told him (Luther 1911, 42:317). Since Noah was commonly represented in medieval art and thought as a symbol of righteousness and obedience Luther’s observation was not novel. In fact in general Luther had little new to say on the construction of the ark. Even though he thought the passages from Genesis important—he anticipated the imminent destruction of the world as in Noah’s day—he merely dealt with the typical questions that had so preoccupied his predecessors when it came to discussing the construction of the ark. He spoke about the type of wood used, whether the gopher wood of the Hebrew meant pine, cedar,
or fir. He worried about the use of pitch to keep the vessel watertight, since in his day ships were caulked with oakum and pitch that was highly flammable. Luther did not get involved in a discussion of the dimensions of the ark, saying merely that it was a nice problem that had excited geometricians.
110 THE ART OF MEDIEVAL TECHNOLOGY
But he did advance his conviction that the ark did not have a peaked roof because in Palestine houses had flat roofs, something he learned from a passage in the Gospels. He even took up the problems of where the different animals went and where the manure was stored. He did mention that Augustine, following Philo, wrote that the ark had the same proportions as the human body, and that the ark prefigured the Church and the window in the ark the wound in the side of Christ. Luther thought these allegories not scholarly but innocuous; they could be used for ornament but definitely not in disputations. After mentioning the questions raised by the story, Luther in frustration offered a simple allocation of space for certain animals and considered this sufficient. He put aside all the incidentals (accidenta), professing satisfaction with a simple, if incomplete, explanation for how the ark could have functioned as a ship (Luther 1911, 306-311). Luther’s decision out of frustration to give up trying to explain how Noah could have built an ark to house all the animals was one increasingly made by theologians in the sixteenth and seventeenth centuries. The other principal thinker of the Protestant Reformation, John Calvin, had even less to say about the Biblical story of Noah. For Calvin as for Luther the obedient Noah did what God directed immediately and without questioning His command, thus functioning as a good example of diligence and devoted service to God. Calvin compared Noah and his family to the few who would be saved from among the mass of the sinful (Calvin, 1863-1900, 27: 418, 29:366; 33:27; 55:267). With questions about Noah and the ark, as with many issues, Calvin repeated the ideas of the early Church Fathers. He, like others, apparently did not think it worth bothering with details about the ark, its size or shape or how it was built. Some geometricians still tried to create a shape that would fit all the requirements set in Genesis. They accepted, like Nicholas of Lyra, Luther, and many others, that the Bible was historically accurate; thus they thought that knowledge from science and mathematics could be used to help to explain and to understand the Bible. Johannes Buteo (1492—1572), a French geometrician and the author of the oldest treatises on algebra written in France, attacked the problem of the shape of the ark as the first of fifteen topics in his Opera geometrica published in 1554. The book is a mixed collection of essays on various geometrical questions. Buteo, having learned Greek and thereby the elements of Euclid, put his knowledge to work first of all to explain the shape and form of Noah’s ark (Cantor 1892, 517-519; Pillet [n. d.], 250) but his explanation proved no more workable than any other.
THE RENAISSANCE, THE REFORMATION, AND NOAH 111
In the course of the fifteenth but especially the sixteenth century there seems to have been a gradual erosion in confidence as very learned scholars, one after the other, had trouble with the story of Noah. These diffi-
culties were made even more acute by advances in technology and advances in the ability to present technology in illustrated books. The success of shipbuilders in producing vessels that performed unheard of feats such as sailing around the world made it seem only logical that modern shipbuilders or mathematicians or theologians could now describe how Noah built the ark. God had, after all, given rather specific instructions on
how the job was to be done. It was not that sixteenth-century writers asked new questions about the building of the ark; in fact they sought answers to many of the same questions that the Church Fathers had posed.
But the sixteenth-century scholars placed an even greater emphasis on the literal approach to the Bible, insisting on the importance of the historical interpretation, which made even more pressing the need to find answers to practical questions. That shift in emphasis when combined with
unprecedented advances in technology made the problem more acute. The illustrations of Noah building the ark showed some signs of the prob-
lems writers were facing and of changes in shipbuilding technology, though typically artists only slowly abandoned older traditions.
Noah in Late Medieval Plays The popular image of Noah was shaped by the ideas of churchmen, but more often than not these ideas were transmitted to a larger public through illustrations and through drama. Plays did not adhere strictly to the Bibli-
cal text, since playwrights interwove legend with scripture and made changes for dramatic effect. There is evidence from as early as the end of the ninth century that certain Biblical scenes were acted out, enhancing the liturgical texts. The scenes were typically short but could be extremely down-to-earth, thus enjoying widespread appeal. Most of these liturgical plays were developed between the tenth and thirteenth centuries and by the twelfth century were being performed on church porches. Since the plays were often naturalistic in the extreme, the greater importance and seeming official recognition of drama was another sign of the move toward naturalism that turned up in visual art as well in the period (White 1978, 34—35). The liturgical plays promoted the increase in pictorial narrative in the twelfth century (Mellinkoff 1970, 35), but it could well be that both the recognition of drama and the richness of illustration have a common origin in contemporary thought.
112 THE ART OF MEDIEVAL TECHNOLOGY
It was not really until after the twelfth century that the plays took some firm shape. England offers the best examples because of the abundance of surviving evidence surrounding the plays. Pope Urban IV started the feast
of Corpus Christi by decree in 1264, saying that the Church needed a chance to celebrate the Last Supper. With the impending disaster of Good Friday, the proper joy could not be attached to the celebration of the Eucharist in Holy Week. To overcome the emotional conflict the new feast was set about eight weeks after Easter, so that it fell very near midsummer day, when the weather was generally good and the day long. The bishop or one of the priests carried the Host from one church to another or from a
church out through the town and back to the church. Churchmen followed and guildsmen soon became part of the procession. In the course of the fourteenth and early fifteenth centuries the procession changed from simply walking through the streets dressed in costumes of characters from the Bible to the giving of short plays from wagons. The wagons acted as
stages and were pulled around the town, stopping at different stations along the way where guildsmen put on the plays. The plays were arranged in cycles, something like the frescoes of late antique church walls. They began with the fall of Lucifer or with Creation and continued on to the Last Judgment. Though city authorities probably assigned the different episodes to specific guilds and maintained overall control, the plays themselves were entirely in the hands of the guildsmen (Nelson 1974, 5, 11—13; Purvis 1962, 9).
The performances had a number of purposes, not the least of which was to show how bad behavior was punished. The stories of the Fall, of Cain and Abel, and of Noah were extremely helpful in showing the perils of breaking the law (Squires 1982, 274-275). For example, Cain in one play became a comic character while Abel was always right. Cain suffered from trembling of the limbs as a mark of his stigmatization, a trembling
that had no Biblical precedent but that was suggested by certain early Christian writers. For the playwright the trembling was a source of enter-
tainment and a way of generating social satire or even, in the extreme, social protest (Mellinkoff 1981, 81, 86, 100-101). The treatment of Noah and the building of the ark was similar in the license taken by the dramatists. The surviving texts vary greatly in the amount of information in them about the plays (Mellinkoff 1970, 28-32), typically representing how the plays were given from the mid-fifteenth century on—that is, after they had been tested and refined. Old Testament cycle plays became more common in France in the fifteenth century and continued to be performed in the sixteenth. The Deluge was typically included, but it never enjoyed
THE RENAISSANCE, THE REFORMATION, AND NOAH 113
anything like the popularity of other parts of such plays (Petit deJulleville 1880, 2:352—6, 362, 369) and nothing like the popularity in different English towns. Not surprisingly, the most elaborate story of the building of
the ark was developed for performance when it was the guild of shipwrights that got the job of giving that part of the cycle. The York mystery cycle is the best example of the symbolic emphases
chosen in the dramatization of the Noah story. The eighth play, Noah building the ark, takes the form of a dialogue between God and Noah. God
tells Noah what he must do and Noah protests that he has no skill as a shipwright. The guild definitely wanted to make it clear that not just anyone could build a ship. Noah protests again and God explains that he will guide Noah in the job. God then launches into a careful description of how the ship is to be built, with squared timbers and then wands interwoven between them—like the arks shown in the earlier Queen Mary Psalter and the Holkham Picture Bible. God gives further instructions and Noah responds by explaining what he will do, including sewing the seams of the ship and nailing the boards fast (Purvis 1962, 45-48). At Newcastle the shipwrights produced the play, and there too Noah says that although he is not a shipwright he will be able to do the job with the supplies and the instructions that God will provide. This time an angel appears to Noah and tells him what to do; Noah, in response, describes some of the work he plans on carrying out. In both York and Newcastle there are additions to the story of Noah that have no Biblical precedent. The Newcastle play involved the lengthy tale of Noah’s wife and how she
was visited by the devil, the same story as the one that appears in East Anglian psalters with woven arks (Horrall 1978, 205, n. 17; Warner 1912, 14) and is illustrated in the Ramsey Psalter done near Peterborough in the first or second decade of the fourteenth century. In the Newcastle play the devil convinces Noah’s wife that Noah is doing something that will not be to her profit or that of her children. The devil gives her the potion, which she in turn gives Noah when he comes home tired from his great labor. He tells her that building the ark is God’s will and then, realizing the secret is out, asks God if he will still be able to do the job. The angel appears again and assures him that there is nothing to worry about (Davis 1970, 19—25). In most of the other plays Noah’s wife poses a less formidable threat to God’s will by being merely reluctant to enter the ark. At York, following the shipwrights, the fishermen and mariners per-
formed the episode of entering the ark, in which despite requests from Noah and from her sons Noah’s wife refuses to come on board. Noah tells her that there will be a flood and she retorts, “Thou are right mad.” Two
114 THE ART OF MEDIEVAL TECHNOLOGY
sons finally force her on board the ark, where she is consoled by the wives of the sons (Purvis 1962, 50—53). She is stubborn in the plays at Chester and Wakefield as well (Kolve 1984, 205). For example, in the Chester play of Noah’s Flood, the third in that cycle, she insists she wants to stay and chat with her friends, telling Noah to go off wherever he likes and find himself a new wife. She gossips with members of the audience until, after Noah’s entreaties fail, two sons take her away from the friends with whom she has just shared a drink. The first thing she does on entering the ark is to hit Noah (Hopper and Lahey 1962, 97~—102; Twycross 1983, 8—10).
The tradition of the reluctant wife may have been an old one in England. It is possible that one of the illustrations in the early eleventhcentury Caedmon manuscript in the Bodleian Library, on the page after the one showing Noah building the ark (see Fig. 5), depicts Noah’s wife being reluctant to enter the ark and being urged to mount a ladder by one of her sons (Garvin 1934, 88-90). The story thus may not be unique to the plays but indeed have much earlier beginnings. A number of efforts to attribute the difficult wife to various motifs that appear in literature, art, and folklore have proven largely unsuccessful, however. Despite the simi-
larities, it still seems unlikely that the playwrights were attempting to reproduce exactly the folktale about her which had currency on the Continent as well as in England, but rather were more interested in dramatic effect.
The difficult and gossipy wife is a stock character of the plays. Her actions in the Noah plays offer some comic relief to what must have been a long and very serious series. The actions at the same time also contributed toarecurrent theme of misogyny in the plays (Axton 1974, 186— 187). It may be that the dramatists used Noah’s wife to depict the sinners of Noah’s day
who refused to mend their errant ways: after some convincing this sinner accepts the right and clear path, which is to ride upon the symbolic waters of baptism in the ark, a symbol of the Church. It was a lesson for contemporaries. Unlike the story involving the poison, here Noah’s wife in effect dissolves her symbolic connection with Eve; by going on board she changes
from being the daughter of the rebellious Eve to being the progenitor of Mary and, indeed, the mother of the new humanity (DiMarco 1980, 2137). There is also a certain humility in her actions, a pondering why when all others are to die she should survive, why she is judged better somehow than her friends (Kolve 1984, 209). The story of Noah’s wife being reluctant to enter the ark must have enjoyed some currency: Chaucer, for example, used it in “The Miller’s Tale” of his Canterbury Tales. There one of the speakers talks about the problem of getting her on board as if it were common knowledge (Chaucer
THE RENAISSANCE, THE REFORMATION, AND NOAH 115
1957, “The Miller’s Tale,” lines 3518, 3538-3543, 3818). In fact there are many similarities between the wife of Noah in the plays and the Wife of Bath as drawn by Chaucer (Storm 1987, 303-315). Both certainly experienced marital discord and it was this difficulty between husband and wife that was the typical explanation put forward in the plays for all of the difficulty with Noah’s wife. Since only in the case of the Newcastle play did the devil take a hand in the conflict, that form of the story can not have been very popular (Kolve 1984, 203). A difficult Noah’s wife turns up in many different places as diverse as late medieval Swedish wall paintings and recently retold folktales from the Ural Mountains (Kolve 1984, 201—202),. The tradition of the reluctant wife did not alone inform the treatment of Noah’s wife, however. She appears in fourteenth-century manuscripts and
plays as a helpful wife participating in the task of building the ark and loading the animals on board (Kolve 1984, 201). In the Cornish Ordinalia, a mystery cycle from the southwest of England, she shows no reluctance and is completely the willing helpmate, even fetching Noah his ax, auger, and hammers when he asks for them (Harris, 1969 :28—29). Her depiction in the N-cycle that was probably written in Lincoln is similar (Thomas 1966, 39—48; Nelson 1974, 100). Even where she is difficult in the beginning eventually she goes on board, acquiescing and accepting her fate, consistent with the established theological view of her place (Storm 1987, 318). When it came to describing the design of the ark most playwrights relied on the Vulgate. There is the usual mention of small rooms, of the dimensions and the need for a small door (e.g. Harris 1969, 27, 250-251, n. 7). In the Chester play the ark is to be made of “trees dry and light,” and little chambers are to be built. In addition the ark gets pitch for binding, a
window one cubit by one cubit, a door for entry and exit, three eating places, one or two cabins perhaps on the top of the vessel, a mast tied with cables, and a yard and sail. There is a topcastle on the mast and a bowsprit is also mentioned. The detail is extensive and the wagon for the play was fitted with bows at both ends to make it look like an ark. Often associated
with spring rites, wagons made in the form of ships were part of processions in Europe even before the rise of Christianity (Schnier 1951, 58—59). Though the pagan practice may have died by the fifteenth century, it could have served as a precedent for the ark of Noah in the plays. In the Chester play the sons even mention the tools they will use, saying that they are ready to go to work with ax, hatchet, and hammer (Hopper and Lahey 1962, 93—94, 95-97; Twycross 1983, 4-6). The English dramatists had to wrestle with the same problems that had bothered theologians and artists since the second century. How to depict and describe a vessel that could carry all the animals continued to be a
116 THE ART OF MEDIEVAL TECHNOLOGY
problem, and was solved in different ways in different towns. The authors of the plays, clerics or not, had the same sources and faced the same difficulties as their predecessors. They tried to make the building of the ark understandable, comprehensible for their lay audience, which was why they included references to familiar technology such as certain features of construction and, more importantly, certain specific and well-known tools. The plays incorporated not only what was in the Bible but often part of the popular conception of Noah, the legends that had grown up around the Noah story.
In the fifteenth and sixteenth centuries, the period of the surviving texts of the English mystery plays, both art and drama shared the attempt of thinkers to show how, in practice, Noah was able to build the ark and save all the animals and his family. The effort failed. The dramatists, however, always persisted in depicting Noah as a practicing shipbuilder, a man who did the work on the ship and handled tools himself. He was so much the working craftsman that he even complained about how tired and sore he was from the work (Harris 1969, 28; Davis 1970, 23). In that way the dramatists were consistent with the approach of artists in northern Europe and consistent with northern European technology.
New Technology in Images of Noah In the course of the fifteenth century northern European shipwrights slowly began to use skeleton construction. At the outset shipwrights in northwestern Europe simply had to find out how to build ships in the new way, but by around 1500 the new technique was being rapidly adopted for a wide range of vessels. By 1600 shell-built ships were the exception, especially for larger oceangoing vessels. So for the fifteenth and early sixteenth
centuries, at least in northern Europe, a mixture of building techniques with shell building went on beside the new imported skeleton method. Art reflected the temporary confusion and diversity of technology: in northern European illustrations of Noah the shipbuilder show him both as a worker and as a director of work, while in southern Europe he remained an overseer but took on more attributes with the rise of Renaissance style. Ultimately, however, the most significant change was probably the decrease in depictions of Noah building the ark.
In southern Europe in the fifteenth century artists rarely turned their skills to illustrating shipbuilding in any form. Dello Delli painted the typical scene of Noah at work as part of a fresco series for the Chiostro Verde of Santa Maria Novella in Florence, probably in 1446 to 1447. Delli lived in
Florence, Siena, and Venice and spent a good deal of time in Spain. His
THE RENAISSANCE, THE REFORMATION, AND NOAH 117
work shows a number of influences including Spanish, Italian of various types, and Burgundian (Pudelko 1935, 71—76). The composition of the Noah scene is familiar and presumably depended on the pattern in earlier series of Biblical scenes in church decoration. An angel with a nimbus speaks to a large, bearded, and kneeling Noah, who looks up to the sky with his right hand outstretched pointing toward a yard where three men are busy working in wood. One of the three has a right angle and is doing some measuring while another seems to be doing much the same thing. The third may be sanding or planing a large piece of wood shaped like a trough, which stands on feet. The story again conflates in the same scene the command to Noah with the building of the ark. Despite the conflation it is clear that Noah is, as in similar scenes from the previous century, separated from the physical labor of building the ark. The most famous southern European illustration of Noah building the ark is a painting on the ceiling of the Vatican Loggia done in 1518 or 1519. Originally commissioned by Pope Julius HI the design for the Loggia and the decoration was done by Raphael of Urbino (1483-1520). The group of artisans and craftsmen that Raphael had gathered around him executed
the design (Cartwright 1895, 63-64). There were thirteen bays in the Loggia and each received four small frescos, scenes from the Old Testament in all but the last bay. The third bay starts with the building of the ark and includes three other scenes from the story of the Deluge. The work was probably executed by Giulio Romano (1499-1546), though another prominent member of Raphael’s workshop, Giovan Francesco Penni (1496—c1528), could have painted it (Dussler 1971, 88—91; Marabottini 1969, 256—264, 298—299; Sparrow 1905-1907, 55, 207). It is an excellent example of high Renaissance style, simple and direct. Noah stands on one
side covered in drapery (Fig. 59). He is bearded and seems pensive but has his right extended toward the workmen, acting as a director. On the left three men are working with saw, ax, and adze respectively. The men have made progress: behind them are the ribs of a ship that certainly does look like it will be seaworthy. The men serve the artistic function of filling the upper part of the picture and bringing the background and foreground together.
It has been suggested that the artist was trying to contrast the contemplative life in the solitary draped figure of the patriarch with the active life of the workmen, their muscular bodies exposed to show their effort. The distinction is traced to Neoplatonic thinking of the Renaissance (Omer 1975, 697). Whether this was the goal or not Noah is undoubtedly represented as the presiding architect who gives guidance rather than taking part in the job. He is also something of a creator, perhaps in the same
118 THE ART OF MEDIEVAL TECHNOLOGY
sense that the artist, Raphael, was a creator or even in the same sense that God was a Creator, so that the human being in the person of Noah, imitates through technology that act of creation. The idea of the poet or painter as a creative genius who could perform godlike feats with his imagination did in fact appear often in the musings about art in the sixteenth century (Panofsky 1962, 171—174). Since viewing the shipbuilder as an overseer set apart from the physical labor of construction was common in southern
European throughout the Middle Ages and a common feature of shipbuilding practice in Italy, Neoplatonic thought was not a prerequisite for Raphael to make a distinction between workers and overseer. Incidentally, Michelangelo in the Sistine Chapel included the story of
Noah in three scenes, but left out the building of the ark. This seems strange given the long tradition of including the construction in series of Old Testament scenes, even more so since it was a topic of contemporary discussion. Savonarola, for example, dedicated forty-two sermons to the issue. Michelangelo instead painted three balanced scenes, the Deluge flanked by the drunkenness of Noah and the sacrifice of Noah. The last shows peace, redemption, and unity of the family, while Noah’s drunkenness implies the opposite, implies in fact the chaos that is the theme of the Deluge in the middle. The scenes are phases of one coherent argument into which building the ark did not fit as part of the progression (Wind 1950, 414—418). Since there were many illustrations throughout the Middle Ages of Genesis, of the story of Noah, and of the Ark where the act of building
the vessel was passed over by an artist, Michelangelo’s decision, though perhaps strange given contemporary thought, was by no means unique. From northern Europe there is an altar painting, finished in 1383 and originally intended for Saint Peter’s Church in Hamburg, that has a rather
confusing scene of Noah building the ark. Because the altar was later moved to the nearby village of Grabov it has come to be called the Grabov
altar. It is a massive work, measuring 1.80 meters high and 7.20 meters across with the wings open. The artist was Master Bertram of Minden. As with Gothic painting his figures are not flat and shadow-like but rather solid, thickset, and highly plastic. They are represented in the round, and look astonishingly realistic. The ultimate source was the Italy of Giotto but
there may have been a Bohemian intermediary; Master Bertram himself may have worked in Prague. The realistic path of Gothic art did turn up in pictures of men working. In fact in the fourteenth and more so in the fifteenth century the theme of work took on greater importance, mostly in
secular works (Husa, 1967:18), but the altar piece of Master Bertram shows that the trend could be found in religious art as well.
THE RENAISSANCE, THE REFORMATION, AND NOAH | 119
There are twenty-four painted panels in all in the altar piece, done in two rows of twelve pictures each and placed one above the other. The six
panels on the lower left show the Old Testament scenes with incidents from the lives of patriarchs, while the lower right treats the birth of Christ ending with the Flight to Egypt. The Old Testament scenes are a “somewhat rudimentary transition” (Portmann 1961, 6) from the Creation across the top and the Nativity series on the lower right. The smooth curves of the human features, the earthiness, and the immediate highly individual emotion all contribute to the very personal nature of the work, indicating an extremely personal mode of interpreting religious events. The work is subjective (Portmann 1961, 1—8), consistent with the contemporary devotio moderna. The panel given over to the story of Noah (Fig. 60) depicts the patriarch looking up to an angel, receiving instructions to build the ark. Words flow from the angel’s mouth: “Fac tibiarcam de lignis lenigatis.” He hears the order, as is demonstrated by the inclusion in the depiction of the ark nearing completion. The scene is balanced in its composition. Master Bertram paints Noah as an older man, balding but with a short beard, wearing a close fitting tunic. Most of his body is covered by two other figures at work on building a small boat. One of the workers has a large hammer raised
above his head at its highest point, about to bring it down. The second workman in the background has an ax, which he uses to dress a plank. A third man just off to the right pours what appears to be some wine into a drinking bowl. Only a small portion of the ship is visible. The bow on the left is topped by the head of an animal, half dragon and half dog, while the stern on the right shows a sternpost with a rudder hanging from it and a sharp angle between that post and the bottom of the boat. The design features suggest a small and simple cog. Though Noah may not be working he does carry an ax just like the one used by the second workman. Noah is the same size as the other figures and is dressed in the same way, so that only his age, his expression, and his contact with the angel set him apart from the others on the wharf. In this as in all of Master Bertram’s work the human figures dominate; there is little room for considering the ark itself or how it was built (Portmann 1963, 5—12, 109-110).
The Noah of Christian Education The contemporary Biblia pauperum and Speculum humanae salvationis also served as a guide for the format and the form of expression in Master Bertram’s Grabov altar. The anonymously created Biblia pauperum
120 THE ART OF MEDIEVAL TECHNOLOGY
was not a Bible but rather a work designed for meditation and teaching. The
earliest of such books date from the mid thirteenth century and possibly even from the late twelfth. More than eighty different examples are known, their very limited texts being in either the original Latin or in German. Most of them date from the fourteenth century. In its original version the Biblia
pauperum had thirty-four main scenes, each one flanked by two lesser scenes associated with the main one. The Speculum humanae salvationis was derived from the Biblia pauperum, but rather than having a limited or nonexistent text the Speculum had an extensive explanation attached to each miniature. The work appeared in a number of translations and survived the shift from manuscript to blockbook and finally to incunabula in the late Middle Ages. Illustrated with woodcuts, the book probably gained acceptance among lay buyers as well (Mellinkoff 1970, 71—73). The last printed edition dates from 1769; it is from the name of that edition that all the rest take the name Biblia Pauperum. “[I]t is unique in portraying more fully and dramatically than any other book of the period, the medieval concept of typology, or the thesis that all the events of the New Testament were prefigured by the events recounted in the Old” (Wilson and Wilson 1984, 10).
Each page has a central scene, typically from the New Testament, flanked on either side by scenes from the Old Testament that prefigure or foreshadow the principal scene. For example, Christ is mocked in one of the main scenes, on either side of which is a smaller scene, one of Eliseus being mocked and the other of the nakedness of Noah receiving the same treatment (Henry 1986, 3—4, 7). Since the books were each copied from another the same scenes always recur. Noah’s only appearance is sleeping naked after his becoming drunk (Wind 1950, 412). The ark did appear in some versions in a small panel at the top of the page (Henry 1986, 3-7; Musper 1961, 3:23; Wilson and Wilson 1984, 9—10, 146), again equated with the Church, a common type since before the time of Augustine. In only one version of the Speculum is there a scene of Noah building the ark. That is in a manuscript produced at the monastery of Saint Bertin
in Saint Omer in the second half of the fifteenth century (Fig. 61). The text is in Latin, though the explanations for the miniatures are in French verse (Lutz and Perdrizet 1907, 1:105, 166). The scene of Noah at work using two hands to wield a broad-bladed ax appears in the upper left panel of the page. The other three panels continue the story of the Flood and end with the arrival of the dove. The ark itself had a door and a curved roof,
giving it something of the appearance of a barrel. Noah is bearded and
THE RENAISSANCE, THE REFORMATION, AND NOAH | 121
wears a short tunic while he is at work. He is working at the job and is the only worker in the illustration. The connection with earlier northern European illustrations is obvious. Two French miniatures of the early fifteenth century show Noah in a different way but both relied directly on Italian precursors. The Bedford Hours was done in 1423 for the wife of the Duke of Bedford (Thomas 1979, 85). Seven years later she presented the work to her young nephew, King Henry VI of England. Additions were made at the time to impress the new
king with his responsibilities as the king of France as well as England (Meiss 1974, 1:364; Spencer 1965, 496-497). Among those additions was a
scene of Noah building the ark (London: British Museum, Add. 18850, 15vo.). The scene resembles closely the ones in the late fourteenth-century Neapolitan miniatures. In the Bedford Hours the illumination covers a full page and is rich in detail. There are a dozen workmen doing various jobs, employing a wide
variety of tools. The addition of the new equipment not seen before in Noah illustrations is, in fact, a report of changes in what was happening on shipbuilding wharves. Four men work on the ground in front of the ark, one with a plane, the second with a two-handed short-handled ax very dif-
ferent from earlier forms, the third with an auger, and the fourth with a long handsaw, the first time such a tool turns up in pictures of the construction of the ark. The remainder of the extensive crew is busy with the ark itself. One on the right uses an auger. Two men carry planks up to the top, where three men are busy nailing the roof in place on the already completed frame (Fig. 62). Behind the ark is a peaceful landscape with ships sailing on the water and a shepherd watching over his flock (Brion and Heimann 1956, 207). The God in the top middle of the picture is rather small, and though he certainly is commanding Noah to build the ark the action seems to have nothing to do with what is going on below. The center of attention for the picture is undoubtedly Noah. Bearded and with a long cloak he looks up with his right arm raised, pointing at one of the workmen. It is obvious that he is the director of operations, unusual for a work in northern Europe. The influence from Italy, perhaps from the Neapolitan school, which grew up around the Angevin court is obvious in composition, in actions, and above all in the design of the very distinctive
ark. There is also a more direct and more easily traced connection with Italian depictions of Noah building the ark. The San Gimignano fresco of Bartolo di Fredi was a direct source for the second French illustration, this one done at the Cité des Dames Workshop in Paris about 1412 (Paris: Bib.
122 THE ART OF MEDIEVAL TECHNOLOGY
nationale, fr. 9, fol. 13). It was probably based on drawings of the fresco.
The French work shows four men working on building a house with a bearded Noah giving them direction (Fig. 63). The artists of the Bedford Workshop certainly relied on the Cité des
Dames illustration, which was repeated twice later, in about 1417 and again in about 1420 (Meiss 1972, 23-24, Figs. 54—58; 1974, 12). The culmination of the series was the 1430 additions to the Bedford Hours. There the ark is not, as in the other cases, a ship or a vessel with a palace in it; it
is instead a house, complete with three stories and an attic. The finished product that appears in the following miniature had a large door two stories high, four rectangular windows, and two round windows showing in the third story. There is a small dormer in the roof with a window. It is far removed in kind from the Biblical ark or the ark of the Church Fathers, as is it from contemporary shipbuilding practice since the artist, under the
influence of earlier Italian works, chose not to depict the ark as a ship, even though he did depict a variety of woodworking tools. A rather sketchy wall painting done around 1420 at the church at Mollwiss in Silesia near Wroclaw shows the construction of the ark. The work is impressive neither artistically nor for the technology that it shows (Moll 1929, Kb #17). There are two men in the foreground working with rather
modern-looking long-handled axes. They seem to be shaping a piece of wood that is supported by some type of trestle. In the background is a large object, scored into squares, with one corner of its rounded shape left open to reveal four figures. One of them passes an oar over the side. It is impossible to say which of the figures is Noah, but since there is no man supervising the work Noah is, if not a workman, at the most a passive observer. A stained-glass window from the same region, from Frankfurt on the Oder from about 1500, is clearer and more consistent with traditional depictions (Moll 1929, Hd #199). Noah stands behind a boat with overlapping planks. He has long hair, a beard, and a mustache. In his left hand is a long-handled ax, which he grips firmly; his right arm is not shown. He is a solitary figure, the only one working on the ark. In a book of hours done probably at Bourges in the late 1480s by Jean
Coulombe and his workshop there is a miniature of an Old Testament scene for each of the hours. Often in such books the scenes were taken from the New Testament, but not in this case. For the Vespers of the Holy Spirit there is an illustration of Noah building the ark (Baltimore, Walters Art Gallery, Ms W445, fol. 67v). The conflation of the story that appeared in eleventh-century English manuscripts and recurs throughout the Middle Ages was carried on in this work. Noah is looking up to the sky, standing
THE RENAISSANCE, THE REFORMATION, AND NOAH © 123
off to the left of the shipbuilding dock but still on the raised platform that surrounds the vessel. He is different in stature, clothing and attitude from the six workmen, who are busy laboring on the vessel (Fig. 64). Noah has
a short beard and long hair and wears a full-length robe with elaborate folds. He looks up at the heavens, his hands open and his right arm extended away from his body. One of the workers wields an ax, while two others have hammers with large and small heads respectively. Lying on the platform are a long-handled broadax and two large augers; an additional two lie on the ground along with another large long-handled ax and a caulking wedge. At the stern there is a large pole or cylinder with grooves like a large screw. It does not seem to have any real function and its purpose is certainly not clear. The ship itself borrows from Mediterranean technology: the frames are in place, rising above the the unfinished sides of the ship, and the planking is only partially completed (Wieck 1988, 197). The representation of Noah borrows, it seems from Mediterranean artistic style as well as from Mediterranean shipbuilding technology.
Illustrations in Germany at the End of the Middle Ages Manuscript illustration in Germany presents more problems. The development of woodcut techniques together with printing increased the potential for producing illustrated works of all types, but especially illustrated Bibles. This in turn increased the opportunities to depict Noah building the ark, though the opportunities were rarely seized. Nevertheless, over time the illustration of Noah did change. In the Gotha Bible done in 1460 (Basch 1972, 28; Moll 1929, #G1, c13) Noah is on the right (Fig. 65) behind two men working with axes to dress
a plank that sits on a trestle. Behind them is the ark. The hull planks are complete and two workmen are inside the vessel fitting the frames to the finished hull. There can be no question that the illustration shows shell building technique, nor that Noah is the supervisor of the work. While the artist did show the established building method—one that would disappear but that at the time undoubtedly predominated in Germany—he also put Noah in a position quite different from the usual one of being a worker. The illustration shows no other signs of influence from southern Europe. It may well be that already by the 1460s when skeleton techniques were
only just taking hold in northern Europe, shipwrights there began to assume more the role of the director. Noah is definitely a director in the Gotha Bible: he is dressed differently from the others and is larger than the others, his right hand raised and his left pointing. This looks like it was the model
124 THE ART OF MEDIEVAL TECHNOLOGY
for the much larger and more impressive woodcut of Noah building the ark done thirty-three years later that appeared in the Liber Cronicarum.
Hartmann Schedel wrote his Liber Cronicarum between 1490 and 1493. He was the Nuremberg town physician and a devoted Renaissance scholar, an avocation he picked up in Italy while studying medicine. Using his knowledge of the classics, some Greek, and a little Hebrew, he put together a history of the world since Creation based principally on printed works by Italian humanists contained in his extensive and impressive personal library. He was far from original; it is even possible to recognize words or phrases that he lifted verbatim from the sources. The chronicles and the author reflected the new humanism. Sebald Schreyer, the patron of the publication, was a humanist as well. Schreyer contracted to have the illustrations done in the workshop of Michael Wolgemut and his stepson, Wilhem Pleydenwurff. Albrecht Diirer had been Wolgemut’s godson and apprentice but he left the workshop just as work began on the Nuremberg Chronicles. The printer for the work was Anton Koberger, who ran the largest printing and publishing house in the world at the time. He was known for large woodcuts and for his long press-runs, producing at least two thousand copies of each of the two editions of the Chronicles. The first Latin edition appeared in July, 1493, and it was followed in December of the same year by a German edition, translated by another humanist, Georg Alt (Schedel 1493). There was a plan to do a third edition, to be edited by Conrad Celtis, but an Augsburg printer, Johann Schénesperger, captured the market with a modified shorter and much cheaper version of the Chronicles. The illustrations were reduced and redrawn. They are inferior, but the German edition of the Augsburg Chronicles obviously did very well. The 1496 edition was followed by a Latin one in 1497 and then another German one in 1500 (Duniway 1941, 18—33; Kunze 1975, 1:368—369, 379-380; Zahn 1973, 2—27). The book had a wide circulation, being marketed in a number of major European cities (Kapp 1886, 292—293). Apparently the artists drew up exemplars, samples to show how the page would be laid out, so that both printers and artists knew how much space they had. The exemplar page for Noah’s ark has survived because
it was used as an end paper for a Bible produced by the same printer (Nuremberg: Stadtbibliothek, Cent.II, 98). In the final edition the woodcut turned out to be much larger than planned. On the same page, below the depiction of the building, there was a rainbow put in a small insert in the text. It symbolized, so Schedel said in the text, God’s contract with man that there would never again be a Flood (Wilson 1975(a), 115-116, 128—129; Wilson 1975(b), 112). A colored author’s copy of the Chronicles
THE RENAISSANCE, THE REFORMATION, AND NOAH 125
from Schedel’s library has survived (Munich: Bayerische Staatsbibliothek Latin Printed MS). A number of other standard uncolored versions still exist, attesting to the popularity of the work.
Noah building the ark appears near the top of folio 11 ro. (Fig. 66). Noah is on the right, directing two workmen in front of him who are dressing a squared timber. The timber sits on a trestle, the workers using short-
handled axes. Noah’s beard, his hat, and his clothing all set him apart from the workmen. He holds a wand in his right hand and seems to be using it to direct the workers. The ark itself is a carrack, a type of fullrigged large cargo ship built in both northern and southern Europe in the late fifteenth century. The skeleton construction is all but obvious. The artists had an eye for ships, perhaps gained in part from copying works done for Breydenbach’s description of his voyage in the Mediterranean, Peregrinatis in Terram Sanctam, published at Mainz in 1486. Certain city views with ships before them were adapted from the work for use in the Nuremberg Chronicles (Duniway 1941, 28). It is true that woodcuts often did accurately show types of ships and construction methods in the period (e.g. Pianzola 1961, 18—19; Nance 1955, 281—288), and the ark in the Nuremburg Chronicles is no exception. There is a good deal of action in the work, almost reaching the point of frenzy among those in the yard. The ship is already launched and workmen stand or sit on a raft by it, while others on board do various jobs. Inside the ship there is a structure, complete with a window and a door in
which a woman is standing. The different parts of the structure are labelled (Schmidt 1962, 55, 61). In anticipation of the end of the story the dove appears at the top right with an olive branch in its beak. As in southern Europe so in the Nuremburg Chronicles Noah is shown as the overseer of work on a skeleton built ship. In the Augsburg Chronicles or Buch der Chroniken, as the German edition was titled, Noah appears with only one other worker (Fig. 67). Instead of covering the top of the page the picture is a small square in one of the
two columns (Dresden: Landesbibliothek, Signatur Inkunabel 20116). The text is the same as in the Nuremburg Chronicles. In this instance Noah is on the left with the long wand in his right hand resting on his shoulder. He wears a pointed hat. On the right the workman wields an ax, dressing a squared timber that rests on a trestle. The dove, complete with olive branch, is over Noah’s head (Kunze 1975, 2:228, fig. 105). The ark is still a ship with a building in it but it is much less clearly defined and not a good representation of contemporary shipbuilding practice. In general
the work of the unknown artist is much poorer than that done for the Nuremberg Chronicles. It may be that the artist tried to imitate the
126 THE ART OF MEDIEVAL TECHNOLOGY
Nuremberg work by making a sketch and then transferring that sketch to a woodcut. The fact that woodcuts print in reverse would explain why Noah appears on the other side of the picture. Whether or not this is what happened by the end of the fifteenth century, at least in southern Germany, Noah the shipbuilder was, like his Mediterranean predecessors, Noah the supervisor. Arks of various types continued to appear in works of art, whether associated with building or not. A Low German Bible printed at Liibeck in 1494 shows a ship with a sternpost but no stempost and a hexagonal building inside it (Leipzig: Universitatsbibliothek, Signatur Biblia 204). There are three tiers, the lowest with windows containing animals looking out, the second with columns and people looking out, and on top a cupola with the birds (Kunze 1975, 2:228). There was a revival in the depiction of the ark as a box, thanks in large part to Luther’s insistence on the original meaning of the Hebrew word. The Luther Old Testament published at Strasbourg in 1524 shows the ark as a box or chest, square with a top, riding very low in the water. It is clearly marked “Der Kasta Noe.” The same type of ark appeared in later derivative Bibles such as the Old Testament published at Lyons in 1538 and illustrated by Holbein (Dodgson 1929, 176-177). Ships were a common motif for popular devotion. The ark or the ship was often shown as the Church trying to avoid danger. A Speculum Humanae Salvationis produced at Utrecht in the 1470s, for example, showed the ark as a ship and inside it a church with a vaulted nave (Kloss 1925, 9).
It was a popular image, copied by many artists, among them the first printer in Liibeck for a chronicle in 1475 (Stillwell 1942, 20). Protestant
reformers adopted the ship image for propaganda purposes (Scribner 1981, 106-115), which at the least kept artists busy imagining the correct shape of the ark. The traditional images of the ark continued to exist side by side with new and different ones. But pictures of the ark were already on the decline by the beginning of the sixteenth century, a decline even sharper for pictures of Noah the shipbuilder. The Nuremberg Chronicles woodcut showed Noah in a different way from that which was typical in northern Europe before 1500. Noah was now in the North, or at least as far north as Nuremberg, like the Noah in the South. Changes in technology had unified Euro-
pean shipbuilding. The approach common to construction everywhere was followed by an artistic treatment of Noah the shipbuilder common throughout Europe.
The Decline and Disappearance of Noah
After the middle of the sixteenth century the tendency to have a representation of Noah building the ark common everywhere in Europe was even stronger. The movement toward showing Noah as the boss of the shipbuilding yard, already established in the North by 1500, continued with the rarest of exceptions through the sixteenth and seventeenth centuries. Artists tried harder than ever to make the scenes look realistic, to make Noah look like a real shipbuilder overseeing a real, meaning contemporary, shipbuilding yard. The decline in illustration of the cycle of Old Testament scenes continued as before. Total artistic production rose rapidly because of the addition of printed works to already existing outlets, making the decrease in pictures of Noah and the ark, relatively, even more marked.
Sixteenth- and Seventeenth-Century Depictions In southern Europe Jacopo Bassano or Jacopo da Ponte Bassano (1510— 1592) produced a set of four paintings, oil on canvas, of the story of Noah, a cycle that is a good example of the high quality of sixteenth-century Ve-
netian painting. The series includes the building of the ark, the entrance of the animals, the Deluge, and the sacrifice by Noah. A naturalism typical of Renaissance painting is here even more pronounced, especially noticeable in the careful and accurate depiction of the animals (Zampetti 1970,
II, 23-27). The works were executed about 1574, and since they were done in the workshop of Bassano it is difficult to say how much of the work
was done by his brother, Francesco (1549-1572), and how much by others (Arslan 1960, 1: 146—147; 2: 198—201, 203; Berenson 1957, 1:15).
There is a surviving oil of the sacrifice of Noah definitely attributed to 127
128 THE ART OF MEDIEVAL TECHNOLOGY
Francesco that shows many of the same features and the same style as the Noah cycle (Sparrow 1905—1907, 55, 201; Torselli 1969, 80, #120). The naturalism of the work forced the elimination of many of the traditional elements in depictions of the construction of the ark. Work is certainly being done in the foreground: one man is planing, another sawing, and both are using trestles of some sort. There are also four women in the picture watching, carrying wood, or doing other chores. The foreground is filled in with a large number of animals. A shadowy figure in the back-
ground, upper right, holding a long staff appears to be Noah. He is removed from any of the action. Since it is difficult to say where the ark might be or how far work has progressed, it is also difficult to determine exactly what Noah is doing. In the painting of the sacrifice in the same series Noah is also shown in the background, almost unseen, at an altar making his burnt offering, while work goes on in the foreground and the animals stand around. Noah, whether he acts as overseer or not, is certainly distant from the work of building the ark. Guido Reni (1575-1642) turned his hand to the subject of the Flood in the first decade of the seventeenth century (Baccheschi 1971, 116—117; Daniel 1971, 106; Levinson-Lessing 1965, 6). He produced an oil on canvas that shows a man in the foreground working with a hatchet and speaking to a woman who seems to be carrying something (Fig. 68). At least two more figures are at work in the background. It is not clear which if any of the men is Noah, nor in fact if there was any intention to show Noah at all. The principle figure in the foreground is not a likely candidate, since he lacks the long hair and beard and certainly does not appear to be over the requisite 500 years of age. If he is one of the sons then Reni succeeded in departing entirely from tradition by producing a painting of the construction of the ark without Noah, thinking of and depicting the event without the principal character.
Raphael’s fresco from the Vatican Loggia was a popular source for printmakers. Cesare Fantetti, for example, produced the scenes of the story of Noah some time in the mid seventeenth century. Fantetti, who called himself Caes. Fantectus, clearly stated his source under the print. The representation is an accurate one, with only minor and almost imperceptible differences in proportion (Mussini, 1979: #9—12). Presumably
the reproduction was done not only because it was a well-known work attributed to a famous artist but also because it did not look especially strange either artistically or technically to a mid seventeenth-century audience in southern Europe. Raphael’s work also became known through etchings made by Giovanni Lanfranco and Orazio Borgiani (Strauss 1982,
THE DECLINE AND DISAPPEARANCE OF NOAH = 129
#310; 1983, #368). The former reversed the scene while the latter is consistent with the original. The etchings are certainly meant to be copies of the Raphael painting; they are true to almost every detail down to the angle of Noah’s head. They also formed parts of series on the Flood, borrowed directly from Raphael. Borgiani’s cycle ran to fifty-two scenes, all taken from the Loggia paintings. He began with God separating light and dark and continued down to the Last Supper, taking most of the scenes from the Old Testament. Noah himself appears in four of the etchings: the building of the ark, the Deluge, leaving the ark after the Deluge, and offering a sacrifice. The Biblical series was one of his last works. It is dated clearly as 1615; it comes complete with an HB monogram (Fig. 69), and Borgiani died in January, 1616. Lanfranco worked later, dying in Rome as well but not until 1647. He is better known than Borgiani, having painted works for churches in his na-
tive Parma, in Naples where he spent about a dozen years, and even frescoes in Vatican churches. His altar pieces often included scenes of re-
ligious history, so it is not surprising that he should have chosen to do etchings of Raphael’s Loggia paintings. The series probably dates from his time in Rome before the departure for Naples in 1633 or 1634. His series,
called Biblical Scenes, has only twenty-eight parts, starting with God creating the Sun and Moon and ending with the baptism of Christ. Noah appears only in two of them, building the ark and making a sacrifice of thanks to God. Presumably the prints of Borgiani and Lanfranco gained some currency, so that through the seventeenth century Raphael’s image of Noah the creator, Noah the master, Noah the director was a not uncommon vision of the patriarch. In the North in the second half of the sixteenth century Renaissance
realism and technological change in the adoption of skeleton building along with the merging of artistic styles all led to an ever greater similarity in approaches to Noah. The story of Noah appeared in two great tapestry series made in Brussels, one manufactured by Willem de Kempeneer and Pieter van Aelst the Younger in about 1550 and the other by Willem de Pannemaker in 1563~—1566. The first tapestry, done on a commission from King Sigismund Augustus of Poland, hangs in Wawel Castle, Cracow. It was done after a cartoon by Michiel Coxcie, sometimes called the Raphael of the North, and his Noah building the ark does certainly look like the figure in the Vatican Loggia. The cartoons were used a number of times in subsequent years as models for other series (Crick-Kitzinger 1930, 170; 1947, 25; Szablowski 1975, 11-192, 389, pl. 9; Misiag-Bochenska 1972, 75-82, 154—157, 179—185), so the
130 THE ART OF MEDIEVAL TECHNOLOGY
Wawel work is virtually the same in every detail as the second tapestry. Philip II of Spain, then the sovereign of the Low Countries, commissioned that work. The tapestry maker Pannemaker had already done work for Philip’s father, Charles V, such as tapestries depicting the Conquest of Tunis completed in 1554 (D’Hulst 1967, 199-202; Gobel 1924, 64, #271, #273). The ships before Tunis looked like real vessels, nothing like the ship that Noah built in the Philip II tapestry. The ark in the background is very much like a house (Fig. 70). Members of Noah’s family, both men and women, are busy around him, using a great variety of tools. Noah himself stands in the center of the scene directing the action; the form and line of his body are central to the impression of the work. This tapestry, unlike that in Wawel Castle, is distinguished by an elaborately decorated border filled with animals (Junquera de Vega 1973, 162—167), their function and purpose open to question. The style is definitely consistent with the works of Italian artists of the period, just as is the type of ark Noah is having built. Maerten van Heemskerck, a Dutch artist who studied in both Haarlem and in Rome, produced in 1558 a pen and ink drawing on paper of God commanding Noah to build the ark (Copenhagen: Kupferstichkabinet #31). It is one of six drawings of the Deluge and the survival of Noah and his family. Copper engravings of the scenes were published in Antwerp by Cornelis Cort (1533-1578), a student of Hieronymus Cock. The building of the ark was the first of the six published pages (Hollstein 1949, 5:40; 8:241; Preibisz 1911, 3—7). Cales Janszoon Vischer also produced copper engravings based on van Heemskerck’s drawing (Garff 1971, 50, #50). This work, like many of van Heemskerck’s, shows the deep influence of his time in Italy (Bergot 1974, 7-10). God appears in the upper left, Noah in the lower right (Fig. 71). God’s beard is longer than Noah’s and he is surrounded by cloud. He has a globe in his right hand and his left hand is extended toward Noah, who kneels in an attitude of prayer. Behind them work proceeds on a highly imaginative vessel. The shape bears some similarity to the outline of the ribs in the picture in the Vatican Loggia. There is a keel. A building is going up inside the vessel but there are also extensions—something like bulging balconies—on the two sides of the ark. The vessel is extensively decorated with animal heads, shells, and carving along the exterior of the principal frames. There is an army of workers, one of whom is caulking the seams of the planks, which are placed edge to edge. Noah’s second appearance in this conflated version of the story is in the lower left corner. He is talking to a workman who holds a long-handled ax and appears to be a foreman, taking his orders from Noah. The patriarch is certainly far removed from any physical labor.
THE DECLINE AND DISAPPEARANCE OF NOAH | 131
The Bible of Feyerabend, printed in Frankfurt in 1583 and reprinted in 1589, shows Noah designing the vessel in the same picture as the animals entering the ark. A Zurich master, Jost Amman, made some of the woodcuts but did not finish the job, so Feyerabend took them over and used them to illustrate his Bible (Schmidt 1962, 263, 268). The ark itself has a baroque stern and a long gangway with the animals, two by two, slowing climbing it (Fig. 72). Noah is on the far right with his head turned toward heaven. Rays from the upper right corner suggest that Noah is receiving instructions from above. In front of Noah is a low table and on it is a plan or schematic design for the ship, next to which is a compass and leaning against it a straightedge. Noah had presumably made up the design, drawing the form of the ship before the work began. The artist has brought the whole story together in one scene, from God’s command through design and construction to the loading of the ark. The artist, in a crucial distinction, chose to show Noah not with the tools of the shipcarpenter but rather with those of the designer, the man far distant from the building of the ship. A similar illustration of some of the same events appears in an engraving by the Augsburg artist Melchior Ktisel (1626-1683). A member of a family of artists, he was and is best known for his book illustrations. In 1679 he published his Icones Biblicae Veteris et Novi Testamenti. Picture Bibles like this one first appeared in 1560 and artists continued to produce them through 1702. Kiisel’s was a set of two hundred and fifty-one engravings, with a scene at the top of each page and below it six lines of text in
Latin followed by six lines in German, the texts written by J.B. Croph (Hollstein 1977, 20:63, 117; Kiisel 1679, #8). The eighth page bears the title “Noachus Arcam AEdificat.” The source is identified as Genesis, 6:14. The ark is not yet complete (Fig. 73). For his Bible illustrations Kiuisel often copied from other works, in many cases from those by promi-
nent artists like Rembrandt, Raphael, and Rubens, but the engraving of Noah building the ark appears to have been original with him. The style harks back to the work of earlier Netherlandish artists like Maerten van Heemskerck and even to Lucas van Leyden (Tietze-Courat 1908, 41-47). The ark looks like a contemporary ship: the keel, posts, and frames have been set up first, before the hull planking goes on. The stern of the ship is rounded like the arks of Amman and Raphael, and for that matter like some seventeenth-century ships. Again an army of workmen is busy completing the job of construction, including work on a building that sits in the ship. The workers are carrying out many different tasks with a profusion of different tools. Noah is in the lower right facing forward but looking
back over his left shoulder toward the sky. Rays descend out of clouds
132 THE ART OF MEDIEVAL TECHNOLOGY
from above; it appears that he is receiving God’s command. In the center foreground lies what is unmistakably a plan for the ship. The keel and ribs are obvious, and the basic outline conforms to that of the vessel under construction. Just as Rembrandt earlier in the century in his portrait of the shipbuilder showed him drawing an outline of the main frame of a ship (Fig. 12) so Ktisel, when it was time to depict Noah’s building of the ark, showed him with a design for the ship. By no means does this short list exhaust depictions of Noah building the ark. Nor are all pictures consistent with the general tendency. The most apparently jarring example of deviation is a drawing by a Low Countries artist completed before 1646 (Allen 1963, 167, #11). DeVos, one of the
many seventeenth-century Flemish artists to bear that name, showed the building of what had by that time become the standard ark (Fig. 74), complete with skeleton construction, a rounded stern, and a building inside with a sloped roof. There is a pitch pot on the left and a supply of logs handy. Four men are working on the ark, presumably Noah and his three sons, the man on the right in the foreground with the hat and long beard being most probably the patriarch. He is using his hands, hard at work joining another man in using a saw to cut a log. Though the influence of Renaissance style is unmistakable in the background, which includes a castle, the well-established trend of showing Noah as the supervisor is absent. This break with more than a millennium of artistic tradition in southern Europe and a century of artistic tradition in northern Europe can be
explained by the fact that the design was not originally a depiction of Noah. DeVos copied directly, and with only minor changes, a print done by the Flemish Protestant refugee, Theodore DeBry, to illustrate Jeremy Benzon’s History of the New World, a book that DeBry himself published in 1594 from his Frankfurt workshop as part of a series that would eventually reach fourteen volumes. Usually just called Pars quarta, it was said to be written by “Hieronymo Benzono” and further described as Omnia elegantibus figuris in xs incisis expressa a Theodoro de Bry Leondiense. DeBry was the first European artist to lend to the illustration of travel literature about the New World both elegance and accuracy (DeBry 1976, 7—11). Plate nineteen of the total of twenty-four plates that appear separately at
the end of the text of the Pars quarta bears the title Olandus caravellam, & cases exdificare curat XIX (Benzon 1594). The picture was originally meant to depict some of the members of the Diego di Niquesa expedition to Panama in 1509. After running aground their commander, Olando, had a vessel built with the timber of their wrecked ships (Fig. 75). It is possible
THE DECLINE AND DISAPPEARANCE OF NOAH © 133
that the details for the work on the vessel came from some Flemish shipyard (Chatterton 1967, 44—53, pl. 10). DeVos’ borrowing of another illustration was not odd in the seventeenth century, and though he was acting counter
to established artistic tradition in his depiction of Noah, saving himself time and money seem to have weighed more heavily on his mind. While manuscripts with advice for would-be ship designers existed even from the fifteenth century, in the sixteenth they became more common and spread from Italy to northern Europe (Timmerman 1963, 9—15). The shipwright to Queen Elizabeth I of England, Mathew Baker, turned his hand to writing a short manuscript on shipbulding (Baker 1585). In it there was a picture of the ark. He saw the vessel as a great box-like scow with right angles everywhere and one door in the side (Fig. 76). It was, all in all, an improbable craft. The practice of including some discussion of
the most important Biblical ship, however, did become common as the number and variety of books on shipbuilding increased in the following years. By the second half of the seventeenth century publishers had brought out the first massive studies on shipbuilding; the most extensive and best of such works came from the Dutch Republic, the home of Europe’s largest and most advanced shipbuilding industry (Unger 1978). When Nicolaes Witsen, sometime mayor of Amsterdam, came to publish a book on shipbuilding in 1671 he felt obliged, in the established form
of Renaissance scholarship, to include the history of classical and preclassical shipbuilding. Thus on page one he discussed Noah and the construction of the ark. Witsen did not know who built the first ship, but as Noah was the first shipwright mentioned in the Bible it was only reasonable to start with the ark. He quoted a number of learned men, including Hugh of Saint Victor, Buteo, and Nicholas of Lyra on the question of the size of a cubit. Witsen’s own response to the suggested measurements for the ark was that most were too large. They would, he said, give the vessel too much capacity. He also took exception to the idea that the vessel had a flat bottom and no keel, since those features would have made it sail badly, problems that certainly did not bother Mathew Baker almost a century before. Witsen was also worried about how leaky the ship would be, apparently because he presumed that at least part of the hull was to be woven.
Since the description of the ark seemed to Witsen so inconsistent with what he knew about shipbuilding he concluded that arks—or, more literally, chests—must have had a very different form in the first centuries after Creation (Witsen 1690, 1—3). He did not mention an experiment carried out at the Dutch town of Hoorn in 1604, when a wealthy merchant, Peter Janszoon, had a vessel built with the proportions of the ark. He had
134 THE ART OF MEDIEVAL TECHNOLOGY
reduced the scale and concluded that while the vessel was not good for long voyages and required a large crew to handle it, it could carry a great deal of cargo (Mangenot 1912, 1:1, col. 923). Peter Janszoon’s experiment seems to have been the ultimate effort in trying to give technical validity to the Bible story. The experiment must have made little impression if Witsen did not even find it worthy of comment some sixty-seven years later. While Witsen gained his knowledge from talking to shipbuilders, the
next Dutch author who followed in his tradition, Cornelis van Yk, was for many years a practicing shipcarpenter. Van Yk brought a greater technical accuracy to his work, but this did not stop him from travelling the same path as Witsen. Van Yk began with the first shipbuilders and conceded that Noah, though he did not build the first ship, did build the biggest and best known one. Van Yk reviewed the technical suggestions of a number of scholars and drew the ark that each had described (Fig. 77). The first is Origen’s, the second Hugh of Saint Victor’s, the third Cajetan’s, the fourth Nicholas of Lyra’s, the sixth Wilhelm Goree’s. Goree was an obscure Netherlander, while Cajetan or Tommaso de Vio (1469—1534) was the chief of the Dominican order, a prominent theologian and the author
of a work on the Pentateuch (1530-1531). He had made himself unpopular with his fellow Dominicans by insisting that the Vulgate was not sufficient for making serious studies of the Bible. The fifth example van Yk claimed represented how artists in his own time chose to show the ark; not surprisingly, it was the ark he preferred, though his choice was presented as being based purely on technical grounds. He maintained that this version would have ridden best in the water and provided more rest for the
animals inside. Van Yk did offer a seventh and final alternative. Since Noah was not trying to sail anywhere the ark could have been shaped un-
derneath like a modern scow or punt, then slightly rounded and with a building set inside the vessel. Van Yk also took up some issues not consid-
ered at length before, raising questions such as where Noah found the funds for the wages and material. He surmised that it must have taken many men and a great deal of wood to build the ark, and being a practical businessman first he concerned himself with very practical matters. He thus pondered how Noah had learned to build a ship, how he got it done before the Flood started even with all that time, and how he knew to start so long beforehand. Van Yk’s solution to these problems was not forthcoming: he gave up any hope of answering the questions, turning them over to the theologians, philosophers, and scientists (van Yk 1697, 2—5). Despair also marked the discussions of those thinkers about answering such questions. In fact the importance of the questions seemed to dimin-
THE DECLINE AND DISAPPEARANCE OF NOAH © 135
ish, even among dramatists, perhaps because it seemed they could not be answered. Another seventeenth-century Dutch writer, the greatest of all Dutch authors, Joost van Vondel (1587-1679), took up the story of Noah in his last play, Noah of Ondergang der Eerste Weerelt, a ““treurspel” in five acts finished in 1667. A solemn and religious account of the Flood ending
with a choral song, it wanders far from the Biblical account (Allen 1963, 151—152), although Vondel himself insisted that he had consulted a number of commentators. He assured his patron that Moses had written the
true story of the Flood and that he was presenting that story. On the question of building the ark the foreman or master builder reported Noah
to have been hardworking, trustworthy, and brave, a good director of operations who never made anyone feel badly about making a mistake. Sometimes Noah even picked up a tool himself, but the foreman certainly deemed that to be unusual. The foreman and his assistants worked, so the foreman said, from a drawing or plan made by Noah, a plan in which no one could find fault. The discussion of Noah as a shipbuilder ends, as does each act, with a chorus of angels (Vondel 1867, 11:23—26, 35—46)., The play made Noah into a shipbuilder of Vondel’s day, but it also suggested by its topic, by the questions treated, that the Bible story was more about morality than about technology. Noah’s Flood, an “opera” by Edward Ecclestone published in London in 1679, just a dozen years after Vondel finished his play, took this dramatic trend even further. Lucifer, Satan, Beelzebub, and others like them are the principal characters; Noah’s family does not appear. The dialogue dwells
on abstract ideas of sin, death, and redemption, to be made dramatic through effective use of lighting and sound, the details being sketched in the stage directions. While Eicclestone’s play does deal in Act Five with the
planting of vines and Noah’s drunkenness there is no mention anywhere of the building of the ark. The play nevertheless makes abundantly clear that pride leads to man’s doom, since Ecclestone, like the poet John Dryden on whom he relied heavily, considered abstract rather than practical considerations to dominate completely any and all discussion of the Noah story. Incidentally, though the play was reprinted in 1685 under a slightly different title, it appears that it was never performed.
The Search for Accurate Answers After 1700 writers of technical treatises on shipbuilding rarely if ever bothered with the question of Noah’s ark. Witsen and van Yk in the seven-
teenth century had followed a practice dating back to the early Church
136 THE ART OF MEDIEVAL TECHNOLOGY
Fathers of looking for a reasonable explanation for what the Bible said. Their knowledge of shipbuilding, which earlier thinkers such as Hugh of Saint Victor or Nicholas of Lyra lacked, showed them that they would not and could not find the answers to basic questions about the nature, form, and structure of the ark. Their own technical knowledge was simply too much at odds with the Genesis story. Writers on shipbuilding were not the only ones who questioned the Bible in the seventeenth century. Spinoza’s critical attack on the inspiration of the Pentateuch and the resulting scholarly dispute brought directly into question the historical reliability of the Old Testament. His views were not accepted immediately or by everyone, but the denial of the accuracy of the story of Noah and of the description of
the building of the ark changed the character of discussion and made illustrating the construction unnecessary if not impossible. The path to Spinoza’s conclusion about the historical accuracy of the Bible had been established not only by the tradition of philological studies begun in the Italian Renaissance but even before that in the continuing and continually falling efforts to answer technical questions raised by the text. Noah’s building of the ark was one of the problems that many scholars addressed. The failure of each in turn to make the description in Genesis fit with personal experience and knowledge of ships, shipbuilding, and mathematics, eroded confidence in the text as an historical work (Allen, 1963:60—66). The result was that by the beginning of the eighteenth century artists abandoned efforts to draw pictures or plans of the ark. From the earliest Christian art in the catacombs to the end of the seventeenth century many western European artists attempted to show what the ark was like and how Noah built it. Those images show the interplay of
ideas, technology, and art. The depictions of Noah the shipbuilder are manifestations of thinkers, writers, and artists wrestling with technical questions and with external forces—intellectual, economic, and technical. The most pressing concern evident in the work of the artists and for that matter of writers, theologians, and dramatists was the desire to be realistic. All were convinced about the historical validity of the Bible and so were certain that there was some simple explanation for how Noah built the ark, how it was able to survive forty days in a storm and then some days later to come to rest on a mountain, all while carrying an indeterminate number of animals of many different types. This desire to prove the accuracy of the Biblical story appeared by the fifth century, was in evidence throughout the Middle Ages, and became a passion in the fifteenth and sixteenth centuries. All previous discussion was brought together in long works repeating the same questions as before and offering the same answers. Nicholas of Lyra and Alfonso Tostado, two literal commentators
THE DECLINE AND DISAPPEARANCE OF NOAH © 137
of the fourteenth and fifteenth centuries, set the pattern for Renaissance exegetes (Allen 1963, 74-91; 142—154). By the seventeenth century the failure to produce a reasonable explanation for the story of Noah and the trend of philological study finally led to skepticism. Since writers and artists were trying to explain how the story in Genesis could be true they described the events and the construction of the ark
on the basis of their own knowledge of shipbuilding techniques. Thus Noah the shipbuilder was understood in terms of contemporary shipbuilders and the ark was generally, at least from the fifth century on and with the rarest exceptions, a contemporary ship. The prevailing contemporary technology was central to artists’ attempts to conceptualize concretely
the building of the ark, and thus influenced strongly artists’ depictions. Similarly the technology was important to the popular conception of Noah and the story of the Deluge. The popular ideas about the Bible were formed
by art and drama and by their own knowledge of how things were done around them. All forces combined to make Noah the shipbuilder into a contemporary craftsman with all the talents, skills, and limitations of a shipwright of the time. Since changes in shipbuilding practice were reflected in popular conception and in the work of artists, the iconography of Noah always depended heavily on the shipbuilding technology of the day.
Noah in the North and the South Noah as a workman was unique to northern Europe. He was shown to be intense, concentrating on his work whether acting alone or joined by others. There is no consistency in the number of workers. Usually Noah was shown alone, but in some cases he was supported by one or more younger men. The number of assistants was not central to the story of Noah. Extra workmen were not Biblical nor were they necessarily Noah’s sons, though that is what a number of artists and a few English dramatists had in mind.
Northern European artists were heavily influenced by the Cotton Genesis or a manuscript directly descended from it, the same or virtually the same source that was available to their counterparts in the South. Yet when faced with the late antique source northern European artists, and most notably English artists, handled it very differently than did painters and mosaicists in Italy: they made Noah a carpenter, putting in his hands the simple tools typical of the shipcarpenter. The standard piece of equipment for Noah was a T-ax, a tool for shaping wood rather than for cutting it. The size and the shape of the T-ax varied from illustration to illustration
138 THE ART OF MEDIEVAL TECHNOLOGY
but the differences were not great. If there was any change it was that over time Noah came to be shown using different and more complex tools. In
all cases he did the day-to-day work of a shipcarpenter, and often the lowest of tasks in the trade. The shaping of planks with a T-ax was a final step, nearly the final step, in the process of putting together a clinker-built
boat. An adze turns up rarely; as a less accurate tool it was less useful (Mercer 1960, 81—93, 179-180). T-axes themselves, though the handier tool, disappeared from the tool kits of builders by the seventeenth century—truly medieval instruments. Northern European pictures of Noah did not show any sort of complex, large scale, or advanced equipment. It would be too much to expect slipways, drydocks, or cradles for hauling ships out of the water, all of which were not used until the sixteenth century in the North. The few cases that do depict the stocks on which Noah’s ark sits show them as primitive supports. At the end of the fifteenth century the Nuremberg Chronicles illustration shows the workers sitting on a raft while doing final work on the
ship, including caulking. The northern European Noah is never shown using a saw, either two-man or one-man, until the odd and plagiarized mid seventeenth-century illustration by DeVos. The Bible mentions explicitly the need to cover the ark with bitumen both inside and out and yet only on
the doors at Sainte Chapelle in Paris did any medieval artist in northern Europe depict the process. The absence of saws and caulking irons in the North can best be explained by the dominant technology of northern European shipbuilding. When caulking does appear, as with the late fifteenth-century Nuremburg Chronicles, the vessel is clearly skeletonbuilt. By that time the southern building technique had been transferred to northern Europe. Noah was virtually a different man in southern Europe. He did have his beard and long hair but already by the eleventh century the representations of Noah put him distinctly outside the job of building the ark—some-
times literally outside the frame of the scene. Artists showed him to be bigger than the other figures and wearing different clothes, usually a long flowing robe instead of the closer fitting work clothes of the laborers. In northern Europe in some cases Noah did appear in a robe to hear the com-
mand of God, but in the next step in the story he is depicted as having taken it off to go to work. He kept his robe in southern European pictures.
In the South artists never showed Noah alone building the’ ark. There were always other workers present, even in the rare cases where Noah had a tool in his hand—the sentiment being, it seems, the greater the number of workers the better. Noah is depicted as the transmitter of God’s com-
THE DECLINE AND DISAPPEARANCE OF NOAH © 139
mands to the men building the ark, and as the director of operations he always stands erect, is seated, or is even enthroned. When southern artists represent Noah listening to God or the angel of God he is usually kneeling or bent slightly, while in northern Europe Noah only bends to use his ax. In the South the position of Noah’s hands served to indicate the direction of the action. He usually points, establishing the principal line of the work,
clearly manifesting by his pointing his position as overseer of laborers. Composition and the relatively large size of Noah almost always created a distance between Noah and the work site, and definitely between Noah and the workmen. The operation of building the ark was more complex in the works of southern European artists. The larger number of workers and the greater variety of tools demonstrated that complexity. T-axes and other types of axes, adzes, claw hammers, frame saws, one-man bow saws, as
well as other types of saws all show up in the southern representations (Mercer 1960, 16-23, 31—33, 149—150; Moll 1930, 167).
Southern Europeans borrowed the composition for their pictures of Noah building the ark from the classical past. The paintings in the Upper Church at Assisi, which owed much to direct inspiration from the late antique model of Saint Paul’s Outside the Walls in Rome, is only the most obvious and most easily documented case. The artists of the Church of Saint Francis had recently worked in Rome and the similarities between the sixth-century depiction and the one at Assisi are unmistakable. It did not take the recovery of knowledge of Saint Paul’s Outside the Walls to establish late antique influence, however. It was not just that artists of the
Renaissance were attempting to harken back to some classical source. The late antique composition of the scene of building the ark, and even the idea of having a progression of Old Testament scenes depicting those who prefigured Christ, survived in Italy throughout the Middle Ages. The ivories at Salerno, the fresco at Ferentillo, and the mosaic at Venice all demonstrate the survival of the late antique form. By the fourteenth and fifteenth centuries, however, artists were making a conscious effort to imitate classical style, and yet to represent reality faithfully. Noah did not lose his symbolic value in the Renaissance. He was still thought of as being obedient as well as patient, as he had been throughout the Middle Ages. On the other hand he did not represent probity or even penitence. In northern Europe through the act of labor, of actually using
his muscles to shape wood, Noah might have been seen as a righteous man and even perhaps as atoning for the sins of the world. This was never true in the South, since Noah hardly ever appeared at work. In addition to functioning as a symbol of obedience, at least by the Renaissance in
140 THE ART OF MEDIEVAL TECHNOLOGY
southern Europe Noah had become a representative of the creative power of God, of human beings and especially of the artist.
Shipbuilders and Economic Change Beginning in the tenth century, Italy enjoyed a period of economic expansion that included a long-term growth in trade, commerce, and shipping. The development led to a greater division of labor and of function, and ultimately to a reconsideration of the place of different sorts of labor in the salvation of a Christian’s soul. The new forms of business contracts that came into use in Italy laid the basis for extensive investment in trading and for drawing many different types of people into commerce. By the thirteenth century, for example, there were specialized carriers, men who promised to convey goods for a fee from one specified place to another within a specified period of time. They had no interest in the buying or selling of the goods. The owner, or owners if there was an effort to distribute risk, of a ship could by that time be very different from the operator of the ship, and most likely would be different from the builder of the ship (DeRoover 1942, 34—39; Lopez 1971, 56—122). God ordered Noah to build
a ship. In Venice or any large Italian port in the thirteenth century such a decision would have led to placing an order with a builder. The builder would have worked under the supervision or direction of the buyer or a representative of the buyer or buyers’ syndicate. This was the experience
of the Crusaders when they hired transportation to the Levant. Saint Louis, the king of France, and other crusaders like him laid down certain requirements for the needed ships and the rest was left in the hands of the builders in Italian ports, who worked to fulfill the conditions of their contracts (Pryor 1984, 171). A thirteenth-century Venetian reading Genesis would have seen Noah as the buyer and future operator of the ship, to his mind having no part in the specialist work of building the ship. Technological change and practice in the shipbuilding industry that came as a result of the economic development of the high Middle Ages was completely congruent with the late antique way of depicting Noah as a shipbuilder. Since the two were consistent there was no reason to change the way Noah appeared in art. The growth and expansion of the Mediterranean economy from the tenth century made it possible for artists to feel comfortable in showing Noah the way artists had done in the fifth and sixth centuries. It also made their public comfortable with what the artists produced. Medieval artists showed Noah building a wide range of ship types. The changes in the ships depicted reflected the long-term evolution of not only
THE DECLINE AND DISAPPEARANCE OF NOAH | 14]
ship design but also ship use. The evolution of the economy directed the choices of ship types made by the shippers who bought the products of Europe’s shipyards. In the North vessels like Viking longships in various forms appeared up to the high Middle Ages, giving way to cogs and by the
fourteenth century even, on occasion, to a hulk. In the South Noah built both relatively long vessels like cargo galleys and relatively short vessels like round ships. From the Renaissance on everywhere in Europe Noah typically built a full-rigged ship. Artists, it seems, wanted to show the patriarch fashioning the most important large ship of the day, using the most advanced technology in building the ark. All of the arks on which Noah worked alone in northern European depictions were clinker-built. Planks were overlapping, as was common medieval practice in that part of the Continent. Since the shell construction method dominated there, so did it dominate in the pictures of Noah building the ark. One major advantage of this method was that each plank could be individually shaped to fit the one below it, the reason the T-ax appears so often in Noah’s hand. In southern Europe the ships had smooth hulls. Skeleton construction came to be known from the late Roman period on and dominated the region after the tenth century. The Octateuch picture of Noah building the ark shows an unmistakable mold already in place before the planks were added (Fig. 4); for skeleton construction frames or molds had to be set up
first. The building method in the South made the shipbuilder the man who decided on the form of the ship. It was highly skilled work, much harder and more responsible than the simple task of cutting the planks to fit onto the molds. The Mediterranean shipbuilder, and by analogy Noah, rose to being more than just a craftsman. Design became a conscious act in the process of building a ship, and thus came to be depicted as a conscious act for Noah in the illustrations. The presence of the frame pit-saw in southern pictures is not solely be-
cause of late antique influence. Planks, which were bent and pinned to the frames, were first sawn. In the North builders did not saw the planks. They needed stronger strakes for their hulls since it was those pieces of wood that were the source of the ship’s strength. Shipwrights split logs to guarantee the strength of their planks and then shaped them with a T-ax or sometimes an adze. In the South builders could and did cut with saws, only doing some final and minor shaping with axes and adzes. The planks were cut to fit the molds rather than shaped to fit on to other planks. In the South Noah’s assistants did on occasion appear to be caulking the seams of the ship. In that as in so many other ways the depiction of Noah followed the patterns of shipbuilding and ship owning in Europe, both north and south.
Ideas, Artists, and ‘Technology
‘The place of the shipbuilder in the process of constructing a ship, the place of the shipbuilder on the shipbuilding wharf in medieval and Renaissance E\urope, was consistent with the composition of depictions of Noah as a shipbuilder, consistent both geographically and temporally. The exceptions to the pattern, the oddities of some depictions of building the ark that do not fit the general progression of technical change, typically come from southern Europe. Yet despite those few cases a pattern did exist. The
representation of Noah did reflect technical change in European shipbuilding, and thus can without doubt serve as a source of information about prevailing technology.
Artistic traditions were unquestionably critical for artists in deciding how to deal with Noah. When in doubt, when unfamiliar with certain aspects of their chosen subject matter, they followed what was done before, often influenced as well by the encouragement of their patrons to adhere to what was known. Prevailing thought laid down guidelines and constraints for artists depicting Noah the shipbuilder. The influence of ideas on iconography has long been recognized and has long been a subject of debate, both in general and in dealing with particular cases. Art historians have for many years commented on the importance of theology to medieval art and political thought as a critical factor in determining the topics, form, scope, and character of illustrations. There can be no question that strong ties do exist between the history of ideas and the history of art. There is always, however, more to be found and considered in the work of artists than reflections of Christian thought, such as the extent to which prevailing social and economic relations and conditions set the bounds for particular artists. These conditions in turn were strongly influenced and shaped by technology. 142
IDEAS, ARTISTS, AND TECHNOLOGY 143
Medieval and Renaissance artists as much as theologians and dramatists wanted to explain the Bible. For artists it was a matter of explaining the texts not only to themselves but also to a wider public. The medium, the form did not matter to them so much as did composing a memorable image—whether it be a painting, a mosaic, a narrative poem, or a play— from which the Christian might learn (Kolve 1984, 198). Artists turned to contemporary science and technology to help them in the task of reaching as many souls as possible, a tendency that can be seen from the typological arguments of the Church Fathers down to the exact technical arguments of van Yk at the end of the seventeenth century. The result was a long series of pictures of Noah building the ark that were surprisingly consistent with contemporary technology, that followed the changes in shipbuilding practice in general and even in some particulars, such as the use of certain tools. For art historians to understand what medieval artists did, at least in this case and one suspects in most cases, it is necessary for them to know about the dominant technology. To understand the iconography of Noah in medieval and Renaissance Europe, for example, it is necessary to understand shipbuilding technology. Representation of Noah did change over time because of changing views about art and its function. The concern of artists for representation of all of nature and with it the concern for representation of technology went through two major changes, the first in the twelfth-century renaissance and the second in the Renaissance. Artists were in both cases following and reflecting the new views of theologians and philosophers about nature, ideas that are extremely helpful in interpreting the trends in artistic representation of technology. For depictions of Noah as a shipbuilder, however, neither the new ideas about the mechanical arts of Hugh of Saint Victor and his contemporaries nor the new views about the function of art in Quattrocento Italy are adequate for explaining artists’ choices. While historians who rely on the statements of theologians are not wrong in what they say about the contemporary understanding of technology, they do miss the powerful influence of changes in technology itself that affected views of technology. These in turn changed popular ideas about technology, ideas that were represented in art.
Pictures of Noah building the ark show that the comprehension of Noah, his function, his actions, his importance, and his value as a symbol may have changed over time, but that views about technology, as represented by Noah the technician, remained largely consistent throughout the Middle Ages. Classical ideas about technology that showed up in late antique works of art were carried on for centuries. Artists did not feel compelled, because of some new view of nature, to give Noah novel treatment.
144 THE ART OF MEDIEVAL TECHNOLOGY
In fact the force that apparently did lead at the end of the Middle Ages to a new approach to the patriarch in the act of building the ark was change in shipbuilding technology itself. Artistic representations of Noah have more to them than merely a shift in ideas about technology and the relationship of people to nature. Artists from the end of the Roman Empire through to the end of the seventeenth century relied on a variety of different sources of inspiration—intellectual, theological, artistic, and practical—and all in varying measure over time. That they could be original and inventive even within those constraints is made abundantly clear by the long catalogue of depictions of Noah building the ark, which shows both the evolution of style in medieval art and the skill and inventiveness of medieval artists. The depictions reveal in microcosm the development over the long term of
both medieval art and medieval shipbuilding technology. They form a body of invaluable information in following the inventiveness of medieval technologists. The representations of shipbuilding are the principal source recording the transformation of ship design from the late Roman Empire through
the sixteenth century and more than by default. Artists throughout the Middle Ages felt obliged to reflect contemporary technology in their work. Consciously or unconsciously they also provided evidence of changes in the social and economic relations that prevailed in the workplace. The depictions of Noah building the ark show, if to a limited degree, the development over the long term of the changing status of craftsmen, and give the
basis for explaining the change in that status. In depicting Noah artists also presented the historian with a great deal of data about technology and what that technology meant to society. Noah served as a valuable symbol both in Christian thought and in art. The iconography of Noah never escaped that function, nor did the iconography of Noah the shipbuilder ever escape the question of the role of work, of labor in Christian life. An important aspect of the symbolic weight of
Noah was his role as a craftsman, a creator. The depictions of Noah in various forms and in various media show the direct, intimate, and inseparable bond between art and technology. Not only did technology serve as an inspiration for artists and direct the shape of the society depicted in the works of artists, it also served to inform the entire approach and understanding of the artist. The artist created or recreated, for the education of Christian souls, a symbolic Noah. In so doing they were representing another craftsman working with tools in various way to create an object. The history of the way artists dealt with Noah as a shipbuilder may make obvious the close interdependence of the two worlds of art and technology.
IDEAS, ARTISTS, AND TECHNOLOGY 145
Certainly the catalogue of the depictions of Noah the shipbuilder demonstrates the pitfalls and problems of exploring that interdependence. These depictions, in all their seeming variety, do prove to be a good example of the extent to which the history of art and its objects of study can be helpful in the study of the history of technology, and what in turn the history of technology can do to aid in understanding the art of medieval Europe.
Bibliography
Alexander, J.J.G., and C. M. Kauffmann. 1973. English Illuminated Manuscripts 700-1500. Brussels: Bibliotheque Royal Albert I*. Allard, G. H. 1982. “Les Artes Mécaniques aux Yeux de L’'Idéologie Médiévale.” In Les Arts Mécaniques au Moyen Age. Cahiers d’études médiévales, no. 7:13—31. Montréal: Bellarmin. Allen, D. C. 1963. The Legend of Noah. Renaissance Rationalism in Art, Science, and
Letters. Urbana: University of Illinois Press. .
Ambrose. De Noe et Arce. Patrologia Latina, (Patrologiae cursus completus) ed. J. P. Migne, 14. 381—438. Paris: Garnier, 1844— 1864.
Anderson, B. W. 1978. “From Analysis to Synthesis: The Intrepretation of Genesis 1—11.” Journal of Biblical Literature 97, 1:23-—39.
Anthony, EF. W. 1927. Early Florentine Architecture and Decoration. Cambridge MA: Harvard University Press. ——. 1935. A History of Mosaics. Boston: Porter Sargent. Arslan, E. 1960. I Bassano. 2 vols. Milan: Ceschina. Asaert, G. 1974. Westeuropese scheepvaart in de middeleeuwen. Bussum: Unieboek. Augustine. 1950. The City of God, trans. Marcus Dods. New York: The Modern Library. ——. De Agone Christiano. Patrologia Latina (Patrologiae cursus completus), ed. J. P. Migne, 40. 289-310. ——. De Catechizandis Rudibus. Patrologia Latina (Patrologiae cursus completus), ed. J. P. Migne, 40. 309-348. Axton, R. 1974. European Drama of the Early Middle Ages. London: Hutchison University Library. Babelon, J.-P. 1968. “Sainte-Chapelle (LA).” In Ouest et Ile-De-France, Dictionnaire des Eglises de France, vol. 4:c56—61. Paris: Robert Laffont. Baccheschi, E. 1971. L:Opera Completa di Guido Reni. Milan: Rizzoli Editore. Baker, M. 1585. Fragments of English Shipwrightry. Magdalene College, Cambridge University, Pepys Library, no. 2820. Baldass, L. 1920. Die Wiener Gobelinssammlung Dreihundert Bildtafeln mit Beschrei-
147
148 BIBLIOGRAPHY
bendem Text und Wissenschaftlichen Anmerkungen. Vienna: Osterreichische Verlagsgesellschaft Ed. Hélzel und Co. Basch, L. 1972. “Ancient wrecks and the archaeology of ships.” The International Journal of Nautical Archaeology, 1:1—58. Bass, G. F., and F. H. van Doorninck. 1978. “An 11th century shipwreck at Serce Liman, Turkey.” The International Journal of Nautical Archaeology, 7: 119-132.
Beaujouan, G. 1975. “Réflexions sur les rapports entre théorie et pratique au moyen age.” In The Cultural Context of Medieval Learning, Proceedings of the First International Colloquium on Philosophy, Science, and Theology in the Middle Ages, ed. J. EK. Murdoch and E. D. Sylla, 437-477. Dordrecht: D. Reidel Publishing Company. Bechtel, F. 1911. “Noe.” In Catholic Encyclopedia. New York: Robert Appleton. Bell, D. 1976. The Cultural Contradictions of Capitalism. New York: Basic Books, Inc.
Belting, H. 1977. Die Oberkirche von San Francesco in Assisi Ihre Dekoration als Aufgabe und die Genese einer neuen Wandmalerei. Berlin: Mann Verlag. Benesch, O. 1947. The Art of the Renaissance in Northern Europe: Its Relation to the Contemporary Spiritual and Intellectual Movements. 2d printing. Cambridge, MA: Harvard University Press. Benzon, J. 1594. Americae Pars Quarta Insignis & Admiranda Historia de reperta primum Occidentali India a Christphoro Columbo Ann MCCCXCH.... Omnia elegantibus figuris in xs incisis expressa a Theodoro de Bry Leondiense. Frankfurt: Theodore DeBry. Berenson, B. 1957. Italian Pictures of the Renaissance: Venetian School. London: Phaidon Press. Bergman, R. P. 1980. The Salerno Ivories Ars Sacra from Medieval Amalfi. Cambridge, MA: Harvard University Press. Bergot, F. 1974. Le dossier d’Un tableau Saint Luc peignant la Vierge de Martin van Heemskerck. Rennes: Musée de Rennes. Bettini, S. 1944(a). Giusto De’ Menabuoi e l’'arte del trecento. Padua: “Le Tre Venezie.” ——. 1944(b). Mosaici antichi de San Marco a Venezia. Bergamo: Instituto Italian D’Arti Grafiche.
Beylen, J. van. 1961. “De Uitbeelding en de Dokumentaire Waarde van Schepen Bij Enkele Oude Meesters.” Bulletin Musées royaux des beaux-arts de Belgique, 10: 123-150. Bise, G., and E. Irblich. 1979. The Illuminated Naples Bible. trans. G. Ivins and D. MacRae. New York: Crescent Books. Boase, T. S. R. 1953. English Art 1100—1216. Oxford: Clarendon Press. Bourguet, P. du. 1965. Early Christian Painting. trans. S. W. Taylor. London: Weidenfeld and Nicolson. Branner, R. 1977. Manuscript Painting in Paris During the Reign of Saint Louis: A Study of Styles. Berkeley: University of California Press. Bredius, A. 1969. Rembrandt, The Complete Edition of the Paintings, rev. H. Gerson. London: Phaidon Press. Brion, M., and H. Heimann. 1956. The Bible in Art Miniatures, Paintings, Drawings and Sculptures inspired by the Old Testament. London: Phaidon. Bregeger, A. W., and H. Shetelig. 1971. The Viking Ships, Their Ancestry and Evolution. Oslo: Dreyers Forlag.
BIBLIOGRAPHY 149
Bucci, M., and L. Bertolini. 1960. Camposanto monumentale di Pisa; affreschi e sinopie, ed. G. Ramalli. Pisa: Opera della Primaziale. Bucher, F. 1970. The Pamplona Bibles. New Haven: Yale University Press.
Buchthal, H. 1957. Miniature Painting in the Latin Kingdom of Jerusalem. Oxford: Clarendon Press. Bynum, C. W. 1982. Jesus as Mother: Studies in the Spirituality of the High Middle Ages. Berkeley: University of California Press. Calvin, J. 1863—1900. Opera quae supersunt omnia, ed. G. Baum, E. Cunitz and E. Reuss. 59 vols. Braunschweig and Berlin: C. A. Schwetschke et Filium.
Cantor, M. 1892. Vorlesungen tiber Geschichte der Mathematik. Vol. 2, 1200-1668. Leipzig: Verlag von B. G. Teubner. Cartwright, J. 1895. Raphael. London: Seeley and Company.
Casson, L. 1959. The Ancient Mariners: Seafarers and Sea Fighters of the Mediterranean in Ancient Times. London: Victor Gollancz, Ltd. ——. 1971. Ships and Seamanship in the Ancient World. Princeton: Princeton University Press. Cassuto, U. 1961. A Commentary on the Book of Genesis, trans. 1. Abrahams. 2 vols. Jerusalem: The Magnes Press, The Hebrew University. First Hebrew edition 1944. Chatterton, E. K. 1967. Old Ship Prints. 2d ed. London: Spring Books. Chaucer, G. 1957. The Works of Geoffrey Chaucer, ed. F. N. Robinson. Boston: Houghton Mifflin Company.
Chenu, M.-D. 1968. Nature, Man and Society in the Twelfth Century: Essays on New Theological Perspectives in the Latin West. ed. and trans. J. Taylor and L. K. Little. Chicago: University of Chicago Press. Christensen, A. E. 1973. “Lucien Basch: Ancient wrecks and the archaeology of ships: A Comment.” The International Journal of Nautical Archeology, 2:137—145. Cipolla, C. M. 1980. Before the Industrial Revolution: European Society and Economy, 1000—1700. 2d ed. New York: W. W. Norton and Company. Cockerell, S. C. 1907. The Gorleston Psalter. London: Chiswick Press. Cockerell, S. C., and J. Plummer. 1969. Old Testament Miniatures: A Medieval Picture Book with 283 Paintings, from the Creation to the Story of David. New York: George Braziller. Cohen, H. H. 1974. The Drunkenness of Noah. University, AL: The University of Alabama Press. Crick-Kitzinger, M. 1930. “Bibliographie: Marjan Morelowski, Niezany karton do arasow serji “Potopu” a Coxyen i Tons. Krakow, 1930. 12 pages, 2 planches.” Brussels. Musées royaux dart et d’histoire. Bulletin, 3d ser., 2:167—171. ——. 1947. “Une tapisserie Bruxelloise de lhistorie de Noé.” Brussels. Musées royaux dart et @histoire. Bulletin, 4th ser. 19:20—25. Crombie, A. C. 1980. “Science and the Arts in the Renaissance: The Search for Truth and Certainty, Old and New.” History of Science, 18 :233—246. Crumlin-Pederson, O. 1978. “The Ships of the Vikings.” In The Vikings, ed. T. Anderson and K. J. Sandred, 32—41. Uppsala: Uppsala University.
Cyprian. 1958. Treatises. ed. and trans. R. J. Deferrari. New York: Fathers of the Church, Inc. Dalton, O. M. 1911. Byzantine Art and Archaeology. Oxford: Clarendon Press.
150 BIBLIOGRAPHY
Daniel, H. 1971. Encyclopaedia of Themes and Subjects in Painting. London: Thames and Hudson. Daniélou, J. 1956. The Bible and the Liturgy. Notre Dame, IN: University of Notre Dame Press. ——. [1947]. “Déluge, baptéme, jugement.” Dieu vivant, 95-112. ——. 1957. Holy Pagans of the Old Testament. trans. Felix Faber. New York: Longmans Green and Co. ——. 1977. The Origins of Latin Christianity: A History of Early Christian Doctrine Before the Council of Nicea, vol. 3. trans. D. Smith and J. A. Baker. London: Darton, Longman and Todd. ——. 1958. Philon D’Alexandre. Paris: Librarie Arthéme Fayard. ——. 1964. Primitive Christian Symbols. trans. D. Attwater. Baltimore: Helicon Press. Daumas, M. 1976. “The History of Technology: its Aims, its Limits, its Methods,” trans. A. R. Hall. The History of Technology, 1:85—112. Daut, R., ed. 1972. “Noe (Noah).” Lexikon der Christlichen Ikonographie, ed. E. Kirschbaum, vol. 4: 611-614. Rome: Herder. Davis, N., ed. 1970. Non-Cycle Plays and Fragments. London: Oxford University Press. DeBry, T. 1976. Discovering the New World, ed. Michael Alexander. New York: Harper and Row. Delaporte, Y. 1926. Les Vitraux de la Cathédrale de Chartres. 3 vols. Chartres: E. Houvet. Demus, O. 1984. The Mosaics of San Marco in Venice. 2 vols. Chicago: University of Chicago Press. DeRoover, R. 1942. “The Commercial Revolution of the 13th Century.” Bulletin of the Business Historical Society, 16:34—39. Deuchler, F. 1967. Der Ingeborgpsalter. Berlin: Walter de Gruyter and Co. D’Hulst, R.-A. 1967. Flemish Tapestries from the Fifteenth to the Eighteenth Century. Brussels: Editions Arcade. DiMarco, V. “Uxor Noah Rediviva: Some Comments on Her Creation and Development.” Literaturwissenschaftliches Jahrbuch, New Series, 21:21—37.
Dodgson, C. 1929. “Holbein’s Early Illustrations to the Old Testament.” Burlington Magazine, 55: 176-181. Dodwell, C. R. 1911. “L’Originalité iconographique de plusieurs illustrations anglosaxons de l’Ancien Testament.” Cahiers de civilisation médiévale Xe—XlIle siécles, 14: 319-328. Doorninck, F. H. van. 1976. “The 4th century wreck at Yassi Ada. An interim report on the hull.” The International Journal of Nautical Archaeology, 5:115—131. Dresbeck, L. 1979. “Techne, Labor et Natura: Ideas and Active Life in the Medieval Winter.” Studies in Medieval and Renaissance History, New Series, 2:81—119. Drexel, J. 1646. Noe, der Arche Bawmeister und des Siindfluss Schiff Herr. Munich: N. Heinrich in Verlag J. Wagners. Duniway, D. C. 1941. “A Study of the Nuremburg Chronicle.” Bibliographical Society of America, 35: 17-34. Durliat, M. 1963. Art Catalan. Paris: Arthuad
Dussler, L. 1971. Raphael. A Critical Catalogue of his Pictures, Wall-Paintings and Tapestries. London and New York: Phaidon Press.
BIBLIOGRAPHY § 151
Ecclestone, E. 1679. Noah’s Flood or the Destruction of the World: An Opera. London: M. Clerk. Egbert, V. W. 1974. On the Bridges of Mediaeval Paris. A Record of Early FourteenthCentury Life. Princeton: Princeton University Press. Ehrenstein, T. 1923. Das Alte Testament Im Bilde. Vienna: Kunstverlag Albert Kande. Ellul, J. 1979. “Remarks on Technology and Art.” Social Research, 46 : 805-833. Ewe, H. 1972. Schiffe auf Siegeln. Rostock: VEB Hinstorff Verlag. Farrell, A. W. 1979. “The Use of Iconographic Material in Medieval Ship Archaeology.” In Medieval Ships and Harbours in Northern Europe, ed. Sean McGrail, 227-246. Oxford: B. A. R.
Fernie, E. C. 1977. “Alexander’s Frieze on Lincoln Minster.” Lincolnshire History and Archaeology, 12: 19—28.
Fink, J. 1955. Noe der Gerechte in der friihchristlichen Kunst. Minster/Kéln: BohlauVerlag.
Folena, G., and G. L. Mellini. 1962. Bibbia Istoriata Padovana Della Fine Del Trecento Pentateuco—Giosué—Ruth. Vicenza: Neri Pozza Editore. Formaggio, D. 1958. Basiliche di Assisi. Noavara: Instituto Geografico de Agostini. Franke, P. 1973. “Bemerkungen zur Frihchristlichen Noe-Ikonographie.” Revista di archaeologia cristiana, Rome, 49: 171-182. Franklin, J. W. 1958. The Cathedrals of Italy. London: B. T. Batsford Ltd. Friel, 1. 1983. “England and the advent of the three-masted ship.” In Proceedings of the 4th International Congress of Maritime Museums, 1981, 130—138. Paris. Gardner, A. 1951. English Medieval Sculpture, rev. ed. Cambridge, England: Cambridge University Press ——. 1937. A Handbook of English Medieval Sculpture. Cambridge, England: Cambridge University Press. Garff, J. 1971. Tegninger of Maerten van Heemskerck. Copenhagen: Museum for Kunst. Garvin, K. 1934. “A Note on Noah’s Wife.” Modern Language Notes, 49, 1:88—90. Gille, B. 1969(a). “The Fifteenth and Sixteenth Centuries in the Western World.” In A History of Technology and Invention Progress Through the Ages, ed. M. Daumas, trans. E. B. Hennessy, vol. 2: 21—148. New York: Crown Publishers Inc. —. 1969(b). “The Medieval Ages of the West (Fifth Century to 1350).” In A History of Technology and Invention Progress Through the Ages, ed. M. Daumas, trans. FE. B. Hennessy, vol. 1: 422—574. New York: Crown Publishers Inc. ——. 1978. “Prolégoménes 4 une Histoire des Techniques.” In Histoire Des Techniques, ed. B. Gille, 1—118. Paris: Editions Gallimard. Gimpel, J. 1976. The Medieval Machine: The Industrial Revolution of the Middle Ages. New York: Holt, Rinehard and Winston. Gobel, H. 1924. Tapestries of the Lowlands. trans. Robert West. New York: Hacker Art Books.
Goldschmidt, A. 1975. Die Elfenbeinskuplturen. Berlin: Deutscher Verlag fir Kunstwissenschaft. Goodenough, E. R. 1962. An Introduction to Philo Judaeus. 2d rev. ed. New York: Barnes and Noble, Inc. ——. 1953. Jewish Symbols in the Greco-Roman Period. Vol. 2, The Archaeological
152 BIBLIOGRAPHY
Evidence from the Diaspora. (Vol. 3 contains the plates.) New York: Pantheon Books.
Goodman, W. L. 1964. The History of Woodworking Tools. London: G. Bell and Sons, Ltd. Grabar, A. 1951. “Images bibliques d’Apamée et fresques de la synagogue de Doura.” Cahiers Archéologiques, 5:9—14.
Grabar, A., and C. Nordenfalk. 1958. Romanesque Painting from the Eleventh to the Thirteenth Century. Lausanne: SKIRA. Greenhill, B. 1976. Archaeology of the Boat. A new introductory study. London: A. and C. Black Ltd. Gudiol, J. 1937. “L’art roman.” In L’Art de la Catalogné de la second moitié du neuviéme siécle a la fin du quinziéme siécle, ed. Christian Servos, 23—28. Paris: Editions “Cahiers d’art.” Guillaume, P.-M. 1981. “Noé.” Dictionnaire de Spiritualité, 378—385. Paris: Beauchesne. Hagedorn, B. 1914. Die Entwicklung der wichtigsten Schiffstypen bis ins 19. Jahrhundert. Berlin: Verlag von Karl Curtis.
Hailperin, H. 1963. Rashi and the Christian Scholars. Pittsburgh: University of Pittsburgh Press. Hall, B. S. 1979. “Der meister sol auch kennen schreiben und lesen: Writings about Technology ca. 1440—ca. 1600 A. D. and their Cultural Implications.” In Early Technologies, ed. D. Schmandt-Besserat, 47—58. Malibu: Udena Publications. Hall, B. S., and D. C. West. 1976. “Introduction: Scholarly Underdevelopment and the State of the Field.” In On Pre-Modern Technology and Science Studies in Honor of Lynn White, Jr. ed. B. S. Hall and D. C. West, 1—8. Malibu: Udena Publications. Harris, M., trans. 1969. The Cornish Ordinalia. A Medieval Dramatic Trilogy. Washington, D.C.: The Catholic University of America Press. Harrison, F. 1937. Treasure of Illumination; English Manuscripts of the Fourteenth Century (c. 1250-1400). London: The Studio Ltd. Hartt, F. 1950. “Lignum Vitae in Medio Paradisi: The Stanze D’Eliodoro and the Sistine Ceiling.” Art Bulletin, 32: 115-145, 181-218. Hassall, W. O. 1954. The Holkham Picture Book. London: The Dropmore Press. Hassléf, O. 1972. “Main Principles in the Technology of Ship-Building.” In Ships and Shipyards, Sailors and Fishermen, Introduction to Maritime Ethnology. ed. O. Hassléf, H. Henningsen, A. E. Christensen, 27-72. Copenhagen: Rosenkilde and Bagger.
——. 1963. “Wrecks, Archives and Living Traditions.” The Mariner’s Mirror, 49: 162-177. Heinsius, P. 1956. Das Schiff der Hansischen Friihzeit. Weimar: Verlag Hermann Bohlaus Nachfolger. Henderson, G. 1962. “Late Antique Influences in Some English Mediaeval Illustrations of Genesis.” Journal of the Warburg and Courtauld Institutes, 25:172—198. Henry, A. 1986. Biblia Pauperum: A Facsimile and Edition. Ithaca: Cornell University Press. Herbert, J. A. 1911. Illuminated Manuscripts. London: Methuen and Co. Ltd. Hohl, H. 1968. “Arche Noe.” In Lexikon der Christlichen Ikonographie, ed. Engelbert Kirschbaum, 178—180. Rome: Herder.
BIBLIOGRAPHY = 153
Hollstein, F. W. H. 1949. Dutch and Flemish Etchings, Engravings and Woodcuts. 19 vols. Amsterdam: Menno Hertzberger.
——. 1977. German Engravings, Etchings and Woodcuts. 28 vols. Amsterdam: Van Gendt.
Hooyman, R. P. J. 1958. “Die Noe-Darstellung in der Friihchristlichen Kunst Eine christlich-archdologische Abhandlung zu J. Fink: Noe der Gerechte in der friihchristlichen Kunst.” Vigilae Christianae, 12: 113-135. Hopper, V. F., and G. B. Lahey, eds. 1962. Medieval Mystery Plays, Morality Plays and Interludes. Great Neck, N.Y.: Barron’s Educational Series, Inc. Horrall, S. M. 1978. “‘A Schippe Behoues de to Dight’: Woven Arks of Noah in the Fourteenth Century.” Revue de ?Université d’Ottawa, 48 :202—209. Hugh of Saint Victor. De Arca Noe Morali. Patrologia Latina (Patrologiae cursus completus), ed. J. P. Minge, 167. 617—704. ——. 1961. The Didascalicon of Hugh St. Victor: A Medieval Guide to the Arts. trans. J. Taylor. New York: Columbia University Press. —. 1962. Selected Spiritual Writings. A Religious of the Community of Saint Mary the Virgin, trans. London: Faber and Faber. Hughes, T. P. 1964. The Development of Western Technology Since 1500. New York: Macmillan Co. Hilsen, C., and H. Egger. 1975. Die Rémischen Skizzenbiicher von Marten van Heemskerck in Kéniglichen Kupferstichkabinet zu Berlin. 2 vols. Berlin, 1913. Reprint. Soest: Davaco Publishers. Husa, V. with Josef Petran and Alena Subrtova. 1967. Homo Faber. Prague: Artia Praha.
Jerome. Dialogus Contra Luciferianos. Patrologia Latina (Patrologiae cursus completus), ed. J. P. Minge, 23. 163-192. Jordan, M. D. 1986. Ordering Wisdom: The Hierarchy of Philosophical Discourses in Aquinas. Notre Dame, IN: University of Notre Dame Press. Junquera de Vega, P. “Les Séries de Tapisseries de ‘Grotesques’ et ‘L’Histoire de Noé’ De La Couronne D’Espagne.” Brussels. Musées royaux d’art et d'histoire. Bulletin, 5th ser.: 143-—171.
Kapp, F. 1886. Geschichte der Deutschen Buchhandels bis in das 16. Jahrhundert. Leipzig: Borsenvereins des Deutschen Buchhandler. Katzenellenbogen, A. 1961. “Tympanum and Archivolts on the Portal of St. Honoré at Amiens.” In De Artibus Opuscula XL; Essays in Honor of Erwin Panofsky, ed. M. Meiss, vol. 1: 280-290. New York: New York University Press. Kendrick, T.D. 1949. Late Saxon and Viking Art. London: Methuen and Co. Ltd. Kitzinger, E. 1966. “The Byzantine Contribution to Western Art of the Twelfth and Thirteenth Centuries.” Dumbarton Oaks Papers, 20:25—50. ——. 1960. I Mosaici di Monreale. Palermo: S. F. Flaccovio. Klingender, F. D. 1968. Art and the Industrial Revolution, ed. and rev. A. Elton. London: Evelyn, Adams and Mackay, Ltd. Kloss, E., ed. 1925. Speculum Humanae Salvationis: Ein Niederldéndisches Blockbuch. Munich: R. Piper and Co. Kolve, V. A. 1984. Chaucer and the Imagery of Narrative: The First Five Canterbury Tales, Stanford, CA: Stanford University Press.
154 BIBLIOGRAPHY
Kracher, A. 1967. Millstdtter Genesis und Physiologus Handschrift. Vollstindige Facsimileausgabe der Sammelhandschrift 6/19 des Geschichtsvereins fiir Kirnten im Kdrntner Landesarchiv, Klagenfurt. Graz: Akademische Druck- und Verlagsanstalt. Kraeling, C. H. 1979. The Synagogue. New Haven: Ktav Publishing House, Inc. Kreutz, B. M. 1976. “Ships, Shipping and the Implications of Change in the Early Medieval Mediterranean.” Viator, 7: 79-109. Kunze, H. 1975. Geschichte der Buchillustration in Deutschland: das 15. Jahrhundert. 2 vols. Leipzig: Insel. Kisel, M. 1679. Icones Biblicae Veteris et Novi Testamenti. Figuren Biblischer Historien Alten und Neuen Testaments. Augsburg. Kvet, J. 1959. Czechoslovakia Romanesque and Gothic Illuminated Manuscripts. UNESCO World Art Series. New York: New York Graphic Society. Landsberger, F. 1961. “The Illumination of Hebrew Manuscripts in the Middle Ages and Renaissance.” In Jewish Art An illustrated history, ed. Cecil Roth, 374—454. Tel Aviv: Massadah-P. E. C. Press, Ltd. Layton, E. T., Jr. 1974. “Technology as Knowledge.” Technology and Culture, 15:31—41. Leclerg, H. 1924. “Arche.” In Dictionnaire D’Archéologie Chrétienne et De Liturgie, vol. 1, 2: 2709-2732. Paris: Librairie Letouzey et Ané. LeGoff, J. 1980. Time, Work, and Culture in the Middle Ages. trans. A. Goldhammer. Chicago: University of Chicago Press. Lessing, E. 1968. The Story of Noah told in Photographs. New York: Time-Life Books. Levinson-Lessing, V. F. 1965. The Hermitage, Leningrad: Baroque and Rococo Masters. London: Paul Hamlyn.
Lewis, J. P. 1968. A Study of the Interpretation of Noah and the Flood in Jewish and Christian Literature. Leiden: E. J. Brill. Liberani, M. 1967. “Noé: Iconografia.” In Bibliotheca Sanctorum, 9: 1028—1041. Rome: Istituto Giovanni XXIII della Pontificia Universita Lateranense. Lopez, R. S. 1971. The Commercial Revolution of the Middle Ages, 950—1350. Englewood Cliffs, N.J.: Prentice-Hall, Inc. Lusignan, S. 1982. “Les Arts Mécaniques dans le Speculum Doctrinale de Vincent de Beauvais.” In Les Arts Mécaniques au Moyen Age. Cahiers d’études médiévales, no. 7: 33—48. Montréal: Bellarmin
Luther, M. 1911. Werke Kritische Gesamtausgabe. Weimar: Hermann Bohlaus Nachfolger.
Lutz, J., and P. Perdrizet. 1907. Speculum Humanae Salvationis: Kritische Ausgabe Ubersetzung von Jean Mielot (1448), De Quellen des Speculums und seine Bedeutung in der Ikonographie besonders in der elsdssische Kunst des XIV Jahrhunderts. Mulhouse: Buchdruckerei Ernest Meininger. Mahony, J. H. 1967. “Nicholas of Lyra.” In New Catholic Encyclopedia, vol. 10: 453-— 454. New York: McGraw-Hill Book Company. Mangenot, E. 1912. “Arche de Noé.” In Dictionnaire De La Bible. ed. F. Vigouroux, vol. 1, 1: 923—926. Paris: Letouzey et Ané. Marabottini, A. 1969. “Raphael’s Collaborators.” In The Complete Work of Raphael, 199—301. New York: Reynal and Company. Marsden, P. 1976. “A boat of the Roman period found at Bruges, Belgium, in 1899, and related types.” The International Journal of Nautical Archaelogy, 5:23—56.
BIBLIOGRAPHY 155
——. 1972. “Ships of the Roman period and after in Britain.” In A History of Seafaring based on Underwater Archaeology, ed. George Bass, 113—132. London: Thames and Hudson. Meiss, M. 1972. The De Lévis Hours and the Bedford Workshop. New Haven: Yale University Press. ——. 1974. French Painting in the Time of Jean De Berry: The Limbourgs and Their Contemporaries. 2 vols. London: Thames and Hudson. Mellinkoff, R. 1970. The Horned Moses in Medieval Art and Thought. Berkeley: University of California Press. ——. 1981. The Mark of Cain. Berkeley: University of California Press. Mercer, H. C. 1960. Ancient Carpenters’ Tools. Illustrated and Explained with the Implements of the Lumberman, Joiner and Cabinetmaker in Use in the Eighteenth Century. Doylestown, PA: The Bucks County Historical Society. Millar, E. G. 1928. La Miniature Anglaise au XIVe et XVe Siécles, trans. Jean Buhot, Paris: Les Editions G. Van Oest. Misiag-Bochenska, Anna. 1972. “Tapisseries historiées: scénes de la Genése.” In Les Tapisseries Flammandes au Chateau du Wawel a Cracovie Trésors du roi Sigismond II Auguste Jagellon, ed. Jerzy Szablowski, 73—187. Antwerp: Fonds Mercator S.A. Moll, F. 1929. Das Schiff in der Bildenden Kunst vom Altertum bis zum Ausgang des Mittelalters. Bonn: Kurt Schroeder. ——. 1930. “Der Schiffbauer in der bildenden Kunst.” Deutsches Musewm Abhandlungen und Berichte, :153—177. Morey, C. R. 1953. Early Christian Art. An Outline of the Evolution of Style and Iconography in Sculpture and Painting from Antiquity to the Eighth Century. Princeton: Princeton University Press. ——. 1959. The Gold-Glass Collection of the Vatican Library, with additional catalogues of other gold-glass collections. Vatican City: Biblioteca Apostolica Vaticana. Morgan, N. 1982. Early Gothic Manuscripts [I] 1190—1250. Oxford: Oxford University Press. Miller, D. H., and J. v. Schlosser. 1898. Die Haggadah von Sarajevo: Eine SpanischJtidische Bilderhandschrift des Mittelalters. Vienna: Alfred Holder. Multhauf, R. P. 1974. “Some Observations on the State of the History of Technology.” Technology and Culture, 15: 1—12. Mumford, L. 1986. “Art and Technics.” In The Lewis Mumford Reader. ed. Donald L. Miller, 348—361. New York: Pantheon Books. Murphy, C. C. R. 1946. “What Is Gopher Wood?” Asiatic Review, 42, 149:79—81. Musper, H. T. 1961. Die Urausgaben der hollindischen Apokalypse und Biblia pauperum. Munich: Prestel-Verlag. Mussini, M. 1979. La Bibbie di Raffaello: Suenza e Scrittura vella Stampa di riproduzioni die XVI et XVH. Brescia: Paideia. Nance, R. M. 1955. “The Ships of the Renaissance.” The Mariner’s Mirror, 41: 180—192,
281-298. Nelson, A. H. 1974. The Medieval English Stage. Corpus Christi Pageants and Plays. Chicago: The University of Chicago Press. Oakeshott, W. 1972. Sigena; Romanesque Paintings in Spain and the Winchester Bible Artists. London: Harvey Miller and Medcalf.
156 BIBLIOGRAPHY | Omer, M. 1975. “Turner and ‘The Building of the Ark’ from Raphael’s Third Vault of the Loggia.” Burlington Magazine, 117:694—702. Oppé, A. P. 1970. Raphael. ed. Charles Mitchell. London: Elek Books. Ovitt, G., Jr. 1987. The Restoration of Perfection: Labor and Technology in Medieval Culture. New Brunswick, N.J.: Rutgers University Press.
Pacht, O. 1961. “A Cycle of English Frescoes in Spain.” Burlington Magazine, 103: 166—175.
——. 1943. “A Giottesque Episode in English Mediaeval Art.” Journal of the Warburg and Courtauld Institutes, 6:51—70. —. 1962. The Rise of Pictorial Narrative in Twelfth-Century England. Oxford: Clarendon Press. Pacht, O. and J. J. G. Alexander. 1966-1973. Illuminated Manuscripts in the Bodleian Library Oxford. 3 vols. Oxford: Clarendon Press. Panofsky, E. 1962. “Artist, Scientist, Genius: Notes on the ‘Renaissance-Dammerung’.” In The Renaissance: Six Essays, 121—182. New York: Harper and Row. Parrot, A. 1955. The Flood and Noah’s Ark. London: SCM. Petit deJulleville, L. 1880. Les Mystéres. 2 vols. Paris: Librairie Hachette et Cie. Petkovic, V. R., and G. Boskovic. 1941. Decani. Belgrade: Academie Raeglis Serbica. Pfister, K. 1924. Katakomben Malerei. Potsdam: Gustav Kiepenheuer Verlag. Pianzola, M. 1961. Bauern und Kiinstler die Kiinstler der Renaissance und der Bauernkrieg von 1525. Berlin: Henschelverlag. Pillet, C.-M. [n.d.]. “Buteo(Jean).” Biographie Universalle Ancienne et Moderne. ed. Louis Gabriel Michaud, vol. 6: 250. Paris: Madame C. Desplaces. Pope-Hennessy, J. 1970. Raphael. New York: New York University Press. Porter, A. K. 1923. Romanesque Sculpture of the Pilgrimage Roads. Boston: Marshall Jones. Portmann, P. 1963. Meister Bertram. Zurich: rabe verlag. ——. 1961. The Nativity Master Bertram. Berne: Hallweg. Preibisz, L. 1911. Martin v. Heemskerck: Ein Beitrag zur Geschichte des Romanismus in der Niederldndischen Malerei Des XVI Jahrhunderts. Leipzig: Klinkhardt und Biermann. Price, D. D. 1974. “On the Historiographic Revolution in the History of Technology.” Technology and Culture, 15: 42—48. Prior, E. S., and A. Gardner. 1912. An Account of Medieval Figure-Sculpture in England. Cambridge: Cambridge University Press. Pryor, J. H. 1984. “The Naval Architecture of Crusader Transport Ships: Reconstruction of some Archetypes for Round-hulled Sailing Ships.” The Mariner’s Mirror, 70: 171—219, 275-292, 363-388. Pudelko, G. 1935. “The Minor Mastters of the Chiostro Verde.” The Art Bulletin, 17:
71-89. Purvis, J. S. 1962. The York Cycle of Mystery Plays. A Complete Version. London: SPCK. Ramalli, G. 1960. Camposanto Monumentale di Pisa. Pisa: Opera della Prinaziale.
Réau, L. 1946. Histoire de la Peinture au Moyen-Age. La miniature. Melun: Librairie d’Argences.
BIBLIOGRAPHY 157
——. 1956. Iconographie de L’Art Chrétien. Paris: Presses Universitaires de France. Reinhardt, H. 1972. La Cathédrale De Strasbourg. Paris: B. Arthaud. Rice, D. T. 1952. English Art 870—1100. Oxford: Clarendon Press. Rickert, M. 1954. Painting in Britain: The Middle Ages. London: Penguin Books. Rifkin, B. A. 1973. Introduction to The Book of Trades [Sténdebuch], by Jost Amman and Hans Sachs, ix—xlviii. New York: Dover Publications Inc. Rinaldi, G. 1948. “Arca di Noé.” In Enciclopedia Cattolici, vol. 1: 1785-1787. Vatican City: Ente Per L Enciclopedia Cattolica E Per !! Libro Cattolico. Rohrich, L. 1972. “Noah und die Arche in der Volkskunst.” In Volkskunde Fakten und Analysen Festgabe fiir Leopold Schmidt zum 60. Geburtstag, ed. K. Beitl, 433-442. Vienna: Verein fur Volkskunde. Roth, C. 1963. “The Sarajevo Haggadah and its Significance in the History of Art.” In The Sarajevo Haggadah, 7—45. London: W. H. Allen and Company. Salmi, M. 1957. Italian Miniatures. London: Collins. Saxl, F. 1954. English Sculptures of the Twelfth Century. London: Faber and Faber. Schapiro, M. 1942. “Cain’s Jaw-Bone that Did The First Murder.” The Art Bulletin, 24:
207-212. Schedel, H. 1493. Buch der Chroniken. trans. Georg Alt, Nuremburg: Anthonien Koberg. Schmidt, P. 1962. Die Illustration der Lutherbibiel 1522—1700. Ein Stiick abendléndische Kultur- und Kirchengeschichte Mit Verzeichnissen der Bibeln, Bilder und Kiinstler. Basel: Verlag Friedrich Reinhardt. Schnier, J. 1951. “The symbol of the ship in art, myth and dreams.” The Psychoanalytic Review, 38: 53-65. Schofield, R. E. 1983. “The Eye of the Beholder: A Critical Examination of Some Cul' tural Aspects of Scientific Creativity.” Journal of the International Society Leonardo, 16: 133~137. Schramm, A. 1922—1940. Der Bilderschmucke der Friihdrucke. 22 vols. Leipzig: Verlag von Karl W. Hiersemann. Schubring, P. 1908. “Bartolo di Fredi Battilori.” In Allgemeines Lexikon der Bildenden Kunstler, ed. U. Thieme and F. Becker, vol. 2: 558—560. Leipzig: Verlag von E. A. Seemann. Scribner, R. W. 1981. For the Sake of Simple Folk. Popular Propaganda for the German Reformation. Cambridge: Cambridge University Press. Smart, A. 1971. The Assisi Problem and the Art of Giotto. A Study of the Legend of St. Francis in the Upper Church of San Francesco, Assisi. Oxford: Clarendon Press. Smith, C. S. 1970. “Art, Technology, and Science: Notes on Their Historical Interaction.” Technology and Culture, 11: 493-549. ——. 1979. “Remarks on the Discovery of Techniques and on Sources for the Study of Their History.” In The History and Philosophy of Technology, ed. G. Burliarello and D. B. Doner, 31—37. Urbana: University of Illinois Press. ——. 1981. A Search for Structure: Selected Essays on Science, Art and History. Cambridge, MA: The MIT Press. Soto, J. L. C. 1975. “Argitectura naval en el Cantabrico durante el siglo XII.” Altamira (Santandar), 23—56.
158 BIBLIOGRAPHY Southern, R. W. 1970. Medieval Humanism and Other Studies. Oxford: Basil Blackwell. Sparrow, W. S. 1905-1907. The Old Testament in Art from the creation of the world to the death of Moses. London: Hodder and Stoughton. Spencer, E. P. 1965. “Master of the Duke of Bedford: The Bedford Hours.” Burlington Magazine, 107: 495—502. Squires, L. 1982. “Law and Disorder in Ludus Coventriae.” In The Drama of the Middle Ages: Comparative and Critical Essays, ed. C. Davidson, C. J. Gianakaris, and J. H. Stroupe, 272—285. New York: AMS Press, Inc. Stern, H. 1958. “Les Mosaiques de L’Eglise De Sainte-Constance 4 Rome.” Dumbarton Oaks Papers, 12: 157—218. Stewart, C. 1959. Serbian Legacy. London: George Allen and Unwin Ltd.
Stichel, R. 1979. Die Namen Noes, seines Bruders und seiner Frau. Ein Beitrag zum Nachleben jiidischer Uberlieferungen in der ausserkanonischen und gnosticschen Literatur und in Denkmdlern der Kunst. G6éttingen: Vendenhoeck und Ruprecht. Stiefel, T. 1985. “‘Impious Men’: Twelfth-Century Attempts to Apply Dialectic to the World of Nature.” In Science and Technology in Medieval Society, ed. P.O. Long. Annals of the New York Academy of Sciences, 1541: 187—203. New York. Stillwell, M. B. 1942. Noah’s Ark in Early Woodcuts and Modern Rhymes. New York: Edmond Byrne Hackett, The Brick Row Bookshop, Inc. Stock, B. 1972. Myth and Science in the Twelfth Century: A Study of Bernard Silvester.
Princeton: Princeton University Press. Stone, L. 1955. Sculpture in Britain: The Middle Ages. Harmondsworth, Middlesex: Penguin Books. Storm, M. 1987. “Uxor and Alison: Noah’s Wife in the Flood Plays and Chaucer’s Wife of Bath.” Modern Language Quarterly, 48, 4: 303-319. Strauss, W. L., general ed. 1983. The Illustrated Bartsch. Vol. 38, Italian Artists of the Sixteenth Century, ed. S. Buffa. New York: Abaris Books. ——, general ed. 1982. The Illustrated Bartsch. Vol. 40, Italian Masters of the Sixteenth and Seventeenth Centuries, ed. V. Birke. New York: Abaris Books. Szablowski, Jerzy. 1975. Collections of the Royal Castle of Wawel. Warsaw: Arkady. Tate, V. D. 1941. “The Instrvcion Nauthica of 1587.” The American Neptune, 1: 191—195. Temple, E. 1976. Anglo-Saxon Manuscripts 900-1066. London: Harvey Miller. Theophilus. 1963. On Divers Arts: The Foremost Medieval Treatise on Painting, Glass-
making and Metalwork, trans., intro., and notes J.G. Hawthorne and C. S. Smith. Chicago: University of Chicago Press. Thomas Aquinas. 1963. The Division and Methods of the Sciences. ed. and trans. A. Maurer. Toronto: The Pontifical Institute of Medieval Studies. Thomas, M. 1979. The Golden Age: Manuscript Painting at the Time of Jean Duke of Berry. New York: Braziller. Thomas, R. G., ed. 1966. Ten Miracle Plays. London: Edward Arnold Ltd.
Thoss, D. 1978. Franzésische Gotik und Renaissance in Meisterwerken der Buchmalerei: Ausstellung der Handschriften- und Inkunabelsammlung der Osterreichischen Nationalbibliothek. Vienna: Osterreichische Nationalbibliothek. Tietze-Courat, E. 1908. “Melchior Ktisels Bilderbibel.” In Mitteilungen der Gesellschaft Fir Vervielfaltigende Kunst, Jahrgang 1908, Beilage Der “Graphischen Kiinste,” 41—47. Vienna: Gesellschaft fiir Vervielfaltigende Kunst.
BIBLIOGRAPHY 159
Tikkanen, J. J. 1889. Die Genesis Mosaiken van S. Marco in Venedig und ihr Verhdltnis zu den Miniaturen der Cottonbibel nebst einer untersuchung tiber den Ursprung der
mittelalterlichen Genesisdarstellung besonders in der Byzantinischen und Italienischen Kunst. Helsinki: Acta Societatis Scientiarum Fennicae, 17. Timmerman, G. 1963. “Das Eindringen der Naturwissenschaft in das Schiffbauhandwerk.” Deutsches Museum, Abhandlungen und Berichte, 30, 3: 3—53. Tintori, L., and M. Meiss. 1967. The Painting of the Life of St. Francis in Assisi, with Notes on the Arena Chapel. New York: W. W. Norton and Company. Tonsing, E. F. 1978. The Interpretation of Noah in Early Christian Art and Literature. Ph.D. diss., University of California, Santa Barbara. Torselli, G. 1969. La Galleria Doria. Rome: Fratelli Palombi. Turner, D. H. 1979. Early Gothic Illuminated Manuscripts. 2d ed. London: The British Library.
Twycross, M., ed. 1983. The Chester Noah’s Flood. Medieval English Theatre Modern Spelling Texts, no. 3. Lancaster: Medieval English Theatre. Ullendorff, E. 1954. “The Construction of Noah’s Ark.” Vetus Testamentus, 4: 95-96. Unger, R. W. 1986. “Design and Construction of European Warships in the Seventeenth and Eighteenth Centuries.” In Les Marines de Guerre Europénnes XVII—-XVIIle Sieécles, ed. M. Acerra, J. Merino and J. Meyer, 21—34. Paris: Presses de Université de Paris-Sorbonne. ——. 1978. Dutch Shipbuilding before 1800. Ships and Guilds. Assen: Van Gorcum. —. 1980. The Ship in the Medieval Economy, 600—1600. London: Croom Helm Ltd. ——. 1981. “Warships and Cargo Ships in Medieval Europe.” Technology and Culture, 22: 233-252. Vasari, G. 1912—1914. Lives of the Most Eminent Painters, Sculptors and Architects, trans. G. DuC. DeVere. 10 vols. London: Macmillan and Co. Verdonk, J. J. 1970. “Buteo, Johannes.” Dictionary of Scientific Biography, vol. 2: 618. New York: Charles Scribner’s Sons. Vitzthum, G. G., and W.F. Volbach-Berlin. 1924. Die Malerei und Plastik des Mittelalters in Italien. Potsdam: Akademische Verlagsgesellschaft Athenaion M. B. H. Vondel, J. van. 1867. “Noah of Ondergang der Eerste Weerelt Treurspel 1667,” De Werken van Vondel, ed. J. Van Lennep, vol. 11: 21—78. Amsterdam: Gebroeders Binger. von Euw, A., and J. M. Plotzek. 1979-1985. Die Hanschriften der Sammlung Ludwig. Cologne: Schntitgen-Museum. Vopel, H. 1899. Die altchristlichen Goldgldser. Ein Beitrag zur altchristlichen Kunstund Kulturgeschichte. Archdologische Studien zum christlichen Altertum und Mittelalter, Heft 5. Freiburg im Breisgau: Verlag von J. C. B. Mohr. Voss, H. 1962. Studien zur Illustrierten Millstédtter Genesis. Munich: C. H. Beck’sche Verlagsbuchhandlung. Warner, G. F. 1903. Illuminated Manuscripts in the British Museum. London: British Museum. ——. 1912. Queen Mary’s Psalter. Miniatures and Drawings by an English Artist of the 14th Century. Reproduced from Royal MS. 2 B. VU in the British Museum. London: British Museum. Watson, A. 1934. The Early Iconography of the Tree of Jesse. London: Oxford University Press.
160 BIBLIOGRAPHY
Weisheipl, J. A. 1978. “The Nature, Scope, and Classification of the Sciences.” In Science in the Middle Ages, ed. D. C. Lindberg, 461-482. Chicago: University of Chicago Press. Weitzmann, K. 1984. “The Genesis Mosaics of San Marco and the Cotton Genesis Miniatures.” In The Mosaics of San Marco in Venice, ed. O. Demus, vol. 2: 105~—142, 253-257. Chicago: University of Chicago Press. Weitzmann, K., and H. L. Kessler. 1986. The Cotton Genesis: British Library Codex Cotton Otho B. VI. Princeton: Princeton University Press. Westermann, C. 1974. (Biblischer Kommentar: Altes Testament) Genesis. Vol. 1, Genesis 1—11 Neukirchen-Vluyn: Neukirchener Verlag des Erziehungsvereins. White, E. W. 1983. A History of English Opera. London: Faber and Faber. White, J. 1956. “Cavallini and the Lost Frescoes in S. Paolo.” Journal of the Warburg and Courtauld Institutes, 19: 84—95. White, L. jr. 1978. Medieval Religion and Technology: Collected Essays. Los Angeles: University of California Press. Wieck, R. S. 1988. Time Sanctified: The Book of Hours in Medieval Art and Life. New York: George Braziller, Inc. Wilkins, E. H. 1927. “Dante and the Mosaics of his Bel San Giovanni.” Speculum, 2: 1—10.
Wilpert, J. 1916. Die Rémischen Mosaiken und Malereien der kirchlichen Bauten von IV.—XI]I. Jahrhundert. Freiburg im Breisgau: Herdersche Verlagshandlung. Wilson, A. 1975(a). “The Early Drawings for the Nuremburg Chronicle.” Master Drawings, 12: 115—130.
——. 1975(b). The Making of the Nuremburg Chronicle. Amsterdam: Nico Israel. Wilson, A., and J. L. Wilson. 1984. A Medieval Mirror: Speculum humanae salvationis 1324-1500. Berkeley: University of California Press. Wind, E. 1950. “The Ark of Noah: A Study in the Symbolism of Michelangelo.” Measure,
(Fall): 411-421. Witsen, N. 1690. Architectura Navalis et Regimen Nauticum ofte Aaloude en Hedendaagsche Scheeps-bouw en Bestier. Amsterdam: Pieter en Joan Blaeu, (1st ed., 1671). Witt, A. De. 1954. I Mosaici Del Battistero Di Firenze. 5 vols. Florence: Cassa Di Risparmio. Yk, C. van. 1697. De Nederlandsche Scheeps-bouw-konst Open Gestelt. Amsterdam: Jan ten Hoorn.
Zahn, P. 1973. “Neue Funder Zur Enstehung Der Schedelschen Weltchronik 1493.” Stadt Ntirnberg Museen, Renaissance Vortrdge, 2/3: 2—27. Zampetti, P. 1970. A Dictionary of Venetian Painters. 4 vols. Leigh-on-Sea: F. Lewis, Publishers, Limited. Zarnecki, J. 1953. Later English Romanesque Sculpture, 1140—1210. London: Alec Tiranti.
Index
Abel, 67, 83, 89, 91, 100, 112 Aristotle, 4, 18, 20, 23 Acre, universal history from, 95-97 ark: animals in, 30-31, 34-35, 63, 90—
Adam, 14, 33, 76, 89, 91 93, 96, 103, 108—110, 126-128; asa Adelhard of Bath, 18 box, 38—41, 71, 99, 100—102, 126, 133; adze: small hand, 43, 98; use of, 40, 70, as a house, 47, 74, 79, 84, 90, 101-102, 72, 83-85, 101, 117, 138-139, 141 104-105, 121—122, 130; as a human Aelfric the Grammarian, abbot of Cerne body, 110; as a pyramid, 64-65; as a and Eynsham: influence of, 83-84; sarcophagus, 33, 38; design and geomParaphrase of the Pentateuch and etry of, 20, 30, 35, 41, 45, 63, 65, 108—
Joshua, 45, 60, 62 110, 115, 133; dome on top of, 68—69; Agnes, Saint, 71 door in, 30, 68—69, 102, 115, 120, 125,
Agricola, 10 133; rooms in, 34—35, 37-38, 64-65, Akkadian language, 34 115; stories in, 30, 37, 45, 64—65, 96,
Alexandria, 35, 41 104, 115, 122, 126; symbolic meaning Alt, Georg, 124 of, 20, 32—35, 38, 44, 63, 65, 110, 114,
altar pieces, 99, 118—119, 129 120, 126; symbol of penitence, 33; sym-
Ambrose, Saint, 33—34 bol of salvation, 37, 38; symbol of the Amiens, Cathedral of Notre Dame at, 76 body of Christ, 65; symbol of the
Amman, Jost, 131 Church, 33—35, 44, 63, 65, 86, 110, angels speaking to Noah, 81—82, 88, 103, 114, 120, 126; theologians view of, 32-—
113, 117, 119, 135, 139 36, 65, 86, 108, 110, 134—136; typology Anjou, Count of, court in Naples, 102 of, 32—35, 38, 44, 88; window in the,
Antinoé, Egypt, 41 30, 47, 65, 69, 99, 102, 104, 110, 115, Apamea, coin of, 38—39 125—126; windows in the, 34, 68, 71—
apostles, 76, 97 72, 90—92, 96, 108, 122; wood of the,
Aquinas, Saint Thomas, 21 30, 34—35, 63, 109; woven, 35, 73, 74,
Ararat, Mount, 31, 103 82—84, 113, 133 archaeology: contributions of, 3,6, 9,38, | Arsenal Bible, 96
86; nautical, 50-51 art: Byzantine, 46, 66—67; classical models 161
162 INDEX
art (continued ) Baker, Mathew, 133 for, 36—37, 47~—48, 87, 93, 95, 97— baptism, 32, 34—35, 39, 114 98, 104, 139 (see also Cotton Genesis); Barberini, Cardinal Francesco, 42 expressionism in, 84; function of, 10, Bassano, Francesco and Jacopo, 127—128 12—14; Gothic, 18, 66, 68, 72, 79, 87, Bath, Wife of, 115 100, 118; history of, 6, 9, 142; in the Bayeux Tapestry, 79 Middle Ages, 10—14, 24, 143; in the Bedford Hours, The, 121—122 Renaissance and later, 10-14, 117, 143; | Beelzebub, 135 influence of Byzantine, 78, 93, 99; in- Benedict, Saint, 16 fluence of English, 78—79; influence of | Benzon, Jeremy, 132 Italian, 83—84, 121—122, 130—13]1; in- Bergen, Norway, town seal of, 78 fluence of Jewish on early Christian, Bertram of Minden, Master, 118-119 39, 41, 64; innovations in, 26, 44—45, Bible: historical interpretation of, 108— 47-48, 62, 81, 94, 105, 116, 132; primi- 111, 136; literal meaning of, 108-111; tivism in, 39; Renaissance, 87, 116~— place of as a source, 12, 20, 29, 31, 35,
119, 132, 139, 143; Romanesque, 18, 37-38, 45-47, 66
62—66, 68, 87—89, 93 Biblia pauperum, 119, 120 artistic inspiration, sources of: general, bijltjes, 68 1—3, 26, 28-29, 36—38, 60—64, 97, Biringuccio, Pirotechnia, 10 100—101, 104—105, 142-144; ideas, 15, Boethius, 17, 19—20
63; technology, 74, 86, 95, 137; tradi- Book of Norea, 82 tion, 1-2, 23, 40, 47—49, 87-88, 93 books of hours, 71, 107, 121—122
artists’ view of technology, 63 Borgiani, Orazio, 128-129 Assisi: town, 42, 103, 139; Church of Boyle, Robert, 23
Saint Francis at, 46, 97—98, 139 Breydenbach, 125 auger: breast, 78—80; hand, 73, 76, 90, Buteo, Johannes, 110, 133; Opera geome96, 99, 105, 115, 121, 123; two-man, 93 trica, 110 Augsburg Chronicles, 124—125
Augustine, Saint: De Catechizandis, 33; Caedmon manuscript (Bodleian Library): on labor, 20, 43; on nature, 16—17; on character, 44—45, 60, 62, 64; influence Noah, 33—34, 37, 63, 65, 108, 110, 120 of, 83, 114 Autun, Cathedral of Saint Lazare at, 74 Cain, 67, 69, 83, 89, 91, 100, 112 ax: battle, 45; broad, 45—46, 66, 67, 75, Cajetan. See Vio, Tommaso de 120, 123; Noah wielding an, 48, 60,64; Calvin, John, 110 one-handed T-shaped, 70, 91, 103; Camposanto: cemetery of in Pisa, 103; short-handled, 88, 102, 125; T-shaped, fresco at, 104 88, 96, 101—102, 137-139, 141; two- Canterbury, 44—45
handed, 47, 71, 72, 75, 121; two- Capella Palatina, Palermo, 46, 89-92 handed T-shaped, 73, 85, 93; use of, Cassiodorous, 17 42, 68-69, 76—77, 79-84, 98-99, 115, catacombs: paintings in the, 38—40, 136
117, 119, 122—123, 130 Cavallini, Pietro, 42, 97 Celtis, Conrad, 125
Babel, Tower of, 70, 92 Chapman, Frederick, 12 Bacon, Francis, 23 Chartres: cathedral of, 27; school of, 18,
Bacon, Roger, 21 20; stained glass window, 84, 85
INDEX § 163
Chaucer, Geoffrey, 114—115; Canterbury Decani, Serbia, church of, 98—99
Tales, 114-115 Defrance, Leonard, 5
Chiostro Verde of Santa Maria Novella, Delli, Dello, 116
Florence, 116 Deluge, see Flood chisel, 40 De Re Metallica, (Agricola), 10 Christ: baptism of, 39, 129; birth of, 119; devil, 81—82, 86, 113
his crown of thorns, 76; Last Supper, DeVos, 132, 138 112, 129; life and teaching of, 32—34, devotio moderna, 107, 119 36, 42, 120, 139; passion of, 33; resur- dove, 31, 34—35, 38-39, 69, 73, 82, 92~—
rection of, 32; sacrifice of, 107 93, 120, 125 Christianity, Noah’s place in, 29—32 dowels, 51, 54, 70 Chrysostom, Saint John, 34, 37 drama, 3, 111—116, 135, 137, 143 church decoration, 41—42, 46-47, 74- drill, bow, 40 77, 84—95, 97, 99, 103-105, 117-119 Dryden, John, 135 Church Fathers: influence on Jater think- © Du Monceau, H. L. DuHamel, 12
ers, 65, 86, 105, 107, 110—111, 135- Dura, synagogue at, 39 136; writings of, 32—36, 39, 63, 122,143 Durer, Albrecht, 124 Cicero, 20
Cimabue, 97 East Anglia, school of, 69, 81 Cité des Dames manuscript, 121-122 Ecclestone, Edward, 135
Cock, Hieronymus, 130 Eden, Garden of, 14, 91
compass, 27, 131 Egerton manuscript, 83—84 Corpus Christi, feast of, 112 El! Baghawat, 40
Cort, Cornelis, 130 eleventh century, cultural novelty of,
Cotton Genesis: influence of, 44-47, 62, 44—45, 48, 60 78—79, 82—84, 88-89, 92-94, 137; Elisabeth Rejcka (queen of Bohemia), 79 manuscript tradition, 41—42, 60, 64, Eliseus, 120
66, 74, 102 Elizabeth I (queen of England), 133 Coulombe, Jean, 122 engineer, 4, 6, 10 Coxcie, Michiel, 129 engraving, copper plate, 10, 131 craftsmen, 17-18, 22, 24-25, 27, 48, 54, Enoch, 89
56, 59, 141, 144 Eucharist, 17, 112
Creation: and the Flood, 35; as a begin- Euclid, 110 ning, 124, 133; in depictions of sacred Eve, 83, 89, 91, 114 history, 42, 46, 75—76, 78, 91, 95, 100,
119; in plays, 112 Fall of Man, 89, 91, 112
Croph, J. B., 131 Fantetti, Cesare, 128
cross, wood of the, 34 Ferentillo, abbey church at, 88, 139
Crusaders, 57, 140 Feyerabend, Bible of, 131
Cursor Mundi, 74 Firenze, Pietro di, 99
Cyprian, 33, 34, 39 Flood: as a sign of deliverance, 35; in history, 69—70, 88, 95, 104—105, 112, 124,
Daniel, 39 127—129, 134—136; other sources for Daut, Raimund, 48 story of, 34; relationship to baptism,
DeBry, Theodore, 132 32, 35, 38, 114; story of, 30—32, 43,
164 INDEX
Flood (continued ) History of the New World (Benzon), 132 72—73, 117—118, 120; symbolic mean- Holbein, Hans, 126
ing of, 32, 34—35, 63, 109 Holkham Picture Bible, 82—83, 113 Florence, Baptistry in, 46, 94—95 Honnecourt, Villard de, 9 folk culture and traditions, 5—6, 29, 41, Honoré, Maitre, 80
114,115 Hugh of Saint Victor: De Arce Noe Morali
folklore and folktales, 3, 8, 114-115 et mystica, 65; Didascalicon, 19; on foreman on the wharf, 56, 59, 104 work and nature, 19, 21, 107, 133-136,
Francis of Assisi, Saint, 20 143
Fredi, Bartolo di, 104, 121 humanism, 18, 124 frescoes: in churches, 68, 77—78, 97—99, Huntingfield Psalter, 68—70 102—104, 112, 116, 121-122; Roman,
42, 87-88, 117, 128—129, 139 Icones Biblicae Veteris et Novi Testamenti, (Kusel), 131
Gaddi, Gaddo, 95 Industrial Revolution, 5, 25 Gerona, Cathedral of, 88—89 Ingeborg Psalter, 67, 72 Gilgamesh, epic of, 34, 77
Giotto, 42, 97, 118 Janszoon, Peter, 133-—134
gipar, 35 Jerome, Saint, 30, 33-34, 37, 65 glass: gold, 39—40; stained, 84—86 Jew’s hat (Judenhut), 36, 83 God the Creator, 17—18, 26—27, 47, 118, Job, 39
129, 139-140 John of Salisbury, 19—20 Goree, Wilhelm, 134 Joseph, 27 gopher wood, 30, 35, 109 John Scotus Eriguena, 17
Gotha Bible, 123 Judaism: medieval attitudes toward, 36,
Grabov altar, 118—119 83
guilds, 22, 84, 112-113 Julius II (pope), 117 Justin, 34 Haggadah, 99—100
Hamburg, Saint Peter’s Church at, 118 Kendrick, T. D., 45
Hamilton Bible, 102 King James Bible, 30, 35
hammer: claw, 70, 139; long-handled, 47; Kilwardby, Robert, 21, 22
Noah holding a, 75, 78—79; two- Koberger, Anton, 124 headed, 90; use of, 40, 95—96, 101, Kissel, Melchior, 131 105, 115, 119, 123
hatchet, 43, 73—74, 80, 90—91, 105, 115, labor: attitudes toward, 15—28, 48—49,
128 63, 84-85, 98, 118, 140, 144; cost of in
heavens, represented by: arc in the sky, shipbuilding, 54—55; division of, 19, 97; clouds 43, 47, 64, 67, 73, 81, 90, 48; as a means of salvation, 18, 140;
131-132; starry arc, 64 place of 27, 71, 76; as a subject of art, Heemskerck, Maerten van, 130-131 5, 14; symbolic value of, 14—15, 25
Henry VI (king of England), 121 Lamech, 29, 69, 89, 91 Henry VIII (king of England), 41, 58 Lanfranco, Giovanni, 128—129
Hillestrém, Pehr, 5 Last Judgment, 35, 112 history: of art, 6, 9, 142; of technology, Last Supper, 112, 129
1—2, 5—9, 13-14, 23, 25, 27-28 Leiden Psalter, 69
INDEX 165 Leo the Great (pope), 41 man’s relationship to, 14—20, 22,
Leyden, Lucas van, 131 26-28, 144
liberal arts, 17, 19, 21 Neoplatonism, 117—118 Liber Cronicarum (Schedel), 124 Neapolitan Bible, 102 Life of Saint Denis, manuscript, 80 New Testament: 31—33, 35-36, 40, 46,
Lincoln Cathedral, 74—75, 78 65—67, 71—72, 120 Louis IX, Saint Louis (king of France), Nicholas of Lyra: on the ark, 108—110,
66, 76, 140 133—134, 136; Postillae Perpetuae sive
Louka, Moravia, manuscript from, 83 Brevia Commentaria in Universa Bib-
Low Countries, 5, 107, 130, 132 lica, 108 Lucifer, fall of, 112, 135 Niederhasslach, Alsace, window at, 85 Luther, Martin, 1O9—110, 126 nimbus: an angel with a, 117; God with a, 66—67, 70, 72—73, 77, 80—81, 101, 103;
manuscripts: Anglo-Saxon, 44—46, 48, Noah with a, 43, 71, 95, 99, 102 60; Byzantine, 9, 95; English, 71, 79, Niquesa, Diego di, 132 81, 84, 88—89, 122; fourteenth century, Noah 80-84, 99—103; French, 101; German, —age of, 30—31, 43, 63, 119, 128
123-126; Hebrew, 99—100; illumi- —Biblical description of, 29—32 nated, 66, 68, 70—71, 73, 75, 80, 84, —clothing of: character of, 63, 138; in 86, 121—123; Italian, 100-103; Paris, northern Europe, 46, 67—68, 70—73,
80-82; thirteenth century, 77—80 75, 83, 85, 121, 123, 125; in southern mechanical arts: ideas about, 15—17, Europe, 47, 78, 89, 91, 95-97 19—22, 24, 26; interest in, 66—67 —covenant with God, 30-31, 35, 124
Mellinkoff, Ruth, 45 —as Creator, 47, 117—118, 129, 140, 144 Menabuoi, Giusto de’, 102—103 —death of, 31, 93 metallurgy and metalworking, 8, 10, 59 —drunkenness of, 31, 69, 70, 90, 92—93,
Methusaleh, 29 98, 118, 120, 135
Michelangelo, 118 —family of, 29-32, 43, 103, 114, 118, 135 Millstatt Genesis, 63-64, 66, 68, 79 —preaching of, 33 miniatures, 41, 66—67, 80, 94, 100— 102, —Protestant view of, 108—110
120-122 —relationship to Christ, 32—33, 35, 38,
monasticism, 16—17, 19, 20, 22 63, 83
Monreale, Cathedral of Santa Maria la —righteousness of, 31—32, 109, 139
Nuova at, 46, 90—92, 98 —sons of, 30—31, 43, 88-89, 90-92, 95, Monte Cassino, 46? abbey church at, 87 98, 102, 113—115, 128, 132 mortise and tenon joining, 51, 53-54, 60 —as symbol: of baptism, 39; of devotion,
mosaics, 13, 37, 42, 64, 67-68, 89-96, 70; of industry, 46; of obedience, 46,
103-104, 137, 139, 143 63, 70, 102, 109-110, 139-140; of pa-
Moses, 36, 100, 135 tience, 98, 139; of penance, 22; of
Munich Psalter, 70—71, 86 penitence, 33, 39, 63, 98, 139; of pro-
mural painting, 39, 79 bity, 46, 70, 98, 139; of resurrection, 38 —theologians’ view of, 34—36, 39, 41,
Napoleon II] (emperor), 6 46—47, 63, 86, 105, 136 naturalism, in art, 22—23, 26—27, 45, 66, —wife of: called Phurpara, 84; place of,
81, 111, 127-128 | 38, 84, 86; treatment of, 81—83,
nature: interest in, 66, 81, 143-144; 113-115
166 INDEX Noah of Ondergang des Eerste Weerelt, printing industry, 10, 120, 123—124
(Vondel), 135 printmaking, 128-129
Noah’s Flood (Ecclestone), 135 prophecy, Old Testament as, 32—33 Nooms, Reiner (Zeeman), 11 Protestant reformers, 108—110, 126
Noyon, bishopric of, 67 psalters, 44, 65-73, 75, 78, 81-82, 84, Nuremberg Chronicles, 124—126, 138 113 Puccio, Piero di, 103
Octateuch, 40, 43, 46-47, 53, 141 Old Saint Peter’s Church, Rome, 41, 46, 87 Queen Isabella Psalter, 81 Old Testament: as allegory, 32, 36-37, Queen Mary Psalter, 81—82, 113 63, 65, 107, 109; decline of interest in, 107, 127, 139; as a source, 29, 31—34, rainbow, as symbol of God’s promise, 31,
36, 38—41, 43, 46, 71, 136 92, 124
olive branch, 31, 35, 38, 93, 125 Ramsey Psalter, 113 Ordinalia, the Cornish (mystery play), 115 Raphael of Urbino, 117—118, 128-131
Origen, 33, 64—65, 134 rationalism, 18—19. 22, 109 Ravenna, mosaics in, 93
Padua, Baptistry in, 103 realism: in medieval art, 37, 39, 60, 71,
Pamplona Bible, 77, 82 73, 118; role of, 23, 25-26, 105, 127, Pannemaker, Willem de, 129—130 129, 136
Paul, Saint, 52 Reformation, 5, 1O8—110 Penni, Giovan Francesco, 117 religious devotion, forms of, 16, 107
Pentateuch, 100, 134, 136 Rembrandt van Rijn, 59, 94, 131-132 Peregrinatis in Terram Sanctam Renaissance: changes in the, 3—4, 6, 13,
(Breydenbach), 125 22—24, 26, 31, 36, 60; ideas of the,
Philip Augustus (king of France), 67 10—11, 105, 108—109, 117-118, Philip the Fair (king of France), 80 136—137, 143; painters and painting of
Philip II (king of Spain), 130 the, 42, 127—130, 132, 139; slavery in philology, 32—33, 35, 136-137 the, 98; twelfth-century, 18, 22, 26, 60, Philo of Alexandria (Philo Judaeus), 67, 143
32—34, 39, 63, 110 Reni, Guido, 128
pick, 103 Roger II (king of Sicily), 89 Pierpont Morgan Library manuscript, 74 Romano, Giulio, 117
pirates, Basque, 57 Rovigo Bible, 102—103 Pistoia, Tuscany, Saint James Chapel at, Rubens, Peter Paul, 131 99
pitch, for the ark, 30, 74, 76—77, 109, 115 Saint Denis, Church at, 75
plane, 40 Sainte Chapelle, Paris, 71, 76—77, 138 Plantagenet, Geoffrey (archbishop of Saint John Psalter, 78—79 York), 66 Saint Louis Psalter, 66—68, 70, 72 plays, mystery: at Chester, 114, 115; in Saint Mark’s Church, Venice, 64, 92—94, Cornwall, 115; at Newcastle, 113, 115; 103, 139 purpose of, 111—113, 116; at Wakefield, Saint Omer, monastery of Saint Bertin at,
114; at York, 113 120
Pleydenwurff, Wilhem, 124 Saint Omer Psalter, 79, 80, 86
INDEX 167 Saint Paul’s Outside the Walls, Rome, 42, 38, 95, 100; Scandinavian, 45, 52—53,
87-88, 97, 139 55, 68, 75—76, 141; shell construction,
Saint Peter’s Church, Hamburg, 118 01—54, 56, 60, 77, 86, 116, 123, 141; Salerno ivories, 46—47, 60, 90, 92—93, skeleton construction, 51—59, 90, 95,
99—100, 104, 139 116, 123, 125, 129, 131, 138, 141; techSalisbury Cathedral, 75-76, 78 niques of, 50-61, 86, 92, 136; Salisbury school of painting, 93 traditions in, 48, 49; treatises on, 11— salvation, 16, 20, 32—34, 38, 40, 140 12, 41, 58—59, 133, 135; Venetian, 94 Salzburg school, influence of, 71 shipbuilding wharves: cost of labor on, San Gimignano, collegiate church of 04—55; practices on, 38, 54—56, 86,
Saint Augustine at, 104, 12] 118, 121—122; slaves on, 54—55, 60; soSarajevo Haggadah (manuscript), cial distinctions on, 59—60; social
99~—100 relations on, 2—3, 55—56, 59, 92, 94,
Savonarola, 118 104, 121, 144
saw: bow, 40, 68, 72, 91, 102; frame, 42, ships: barque, 77; cargo, 53, 90, 99, 125,
47, 92, 98, 100, 103; pit, 42, 93, 95, 141; carrack, 125; classification of, 104, 141; use of, 99, 117, 121, 132, 01—54; clipper, 57; cog, 53—55, 57,
138-139 80—82, 84, 86, 119, 141; decoration of,
sawhorses: rudimentary, 69, 71, 78, 82; 00, 69; designs of, 50—54, 56, 70, 77;
use of, 64, 66, 68, 75, 84-85, 88, fishing, 58; galley, 53, 90, 141; hulk,
90-—91, 93 04~—55, 70, 72—73, 77, 81, 141; hulls of,
scales, 27 50~—52, 55—57, 59, 69, 77, 90, 141; Schedel, Hartmann, 124 keel, 53-55, 68, 69, 75, 77, 78, 85;
Schoénesperger, Johann, 124 models of, 11; punt, 54, 134; rowing
Schreyer, Sebald, 124 barge, 52; sails of, 50, 57; scow, 83, science: applied, 4, 7; classification of, 133—134; symbolic meaning of, 33;
15; experimental, 21—22 Viking longship, 45, 53, 57, 68, 76, 141
Scripture. See Bible Sicilian mosaics, influence of, 99, 104 sculpture, 13, 74—77, 82, 86, 88 Sigena, Aragon, monastery at, 77—78
Septuagint, 35 Silvester, Bernard, 19 Serce Liman, shipwreck at, 53 Sistine Chapel, 118
serpent, 82, 89 social status: of laborers, 16—19, 21-22, shipbuilders, 11, 40, 54—55, 113; conser- 28, 144; of professional groups, 84—85 vatism of, 50, 58; as designers, 55—56, Speculum Humanae salvationis, 59—60, 94, 101; as laborers, 56, 59-60; 119—120, 126 pictures of, 39—40, 53; status of, 59, 144 Spinoza, Baruch, 136 shipbuilding: Basque, 77; Byzantine, 52, stained glass windows, 84—86, 122 53; Celtic, 52—54; clinker construc- Strasbourg Cathedral, window at, 85 tion, 51—54, 58, 60, 75, 77, 79, 81, 138, Suger, Abbot, 75 141; Dutch, 58—59; English, 58, 60;
Greek and Roman, 51—52, 54—56, 60, Tafi, Andrea, 95 77, 133, 141; Italian, 52, 58, 105, 118; tapestries, 129-130
Mediterranean, 51—59, 90, 95, 123, techné, 6, 15 141; in northern Europe, 51—52, 54, technology: attitudes toward, 15-24, 81; 97—58; Portuguese, 57—58; practices, history of, 1-2, 5-9, 13-14, 23, 25,
168 INDEX
technology (continued ) Vincent of Beauvais, 21 27-28; ideas of, 15, 16—19, 22, 24, 26, Vio, Tommaso de, 134 143-144; ideology of, 15-24, 26; inter- Virgin Mary, 36, 114; cult of, 107 est in, 81; relationship to science of, 4, Vischer, Cales Janszoon, 130 7; relationship to theology of, 15—24, Vondel, Joost van, 135
26-29, 49, 66, 67, 136-137, 143; Vulgate, 30, 35, 45, 70, 74, 115, 134
treatises on, 8—12, 41, 58-59 |
temperance, 23—24 Wells, Cathedral of Saint Andrew at,
Tertullian, 33—34, 39 75—76
Theophilus, 8, 13, 20 Wenscelas III (king of Hungary), 72
Thierry of Chartres, 18 White, Lynn jr., 24
Torriti, Jacopo, 97 wicker work, 41, 73
Tostado, Alfonso, 136 William I (king of Sicily), 89 trestle, 40, 70, 73, 80, 88, 90, 122, 125, William II (king of Sicily), 91
128 William of Conches, 18
twelfth-century Renaissance, 18, 22, 26, Winchester, school of, 44
60, 67, 143 Winchester Bible, 78
typology, 32-37, 46, 76, 83, 98, 109, 120, windows, stained glass, 84—86, 122
108, 120, 143 Witsen, Nicolaes, 133-135 Wolgemut, Michael, 125
Ullendorff, Edward, 35 woodcuts, 10, 108, 120, 123-126, 131
Utrecht Psalter, 44 Wright, Joseph, 5
Vatican Library, 40; manuscript in, 43, Yassi Ada, shipwreck at, 52—53
47 Yk, Cornelis van, 134-135, 143
Vatican Loggia, painting, 117, 128—130
Velislav Bible, 79, 82 Zeeman. See Nooms, Reiner Vézelay, Church of the Madeleine at,
73-74
Illustrations
Fils ae gg a iaiai a oo Ti "af i; ooign “Nip i, ion ilove tee iD UE go ai RR Rp a TR one RON VU i
’ae Tie. i/eeVy, 1 ae ‘hoi oe .sage in: oF 7a| Mii iie ;‘‘\.7 “Ai, ,oy asiter asi aae a,.ae 4F |mo Mh ty el ate ae _ aa, iy Pie Fi _ oo Ny A ea ea gil "ie ve a ru i 4 Ni ga ae . i a 4Nit, Nin, aq a“a eee iil” Fr|ai| |iai i\% | aa Fd a en mh a ll ; 7 ae iF . e cea IYAMita, , | di7i a; oti\ as @ ae, are | ry
JiG iTo;— slus atl fa. 4Hi% Fy 7; Y ye igy OM, a i AT gsihey a"Niein Ia a Ye 7 i ta. oe ste ; | i} a a ae ||) ii Fn ae ee a oy | U6 . a ge Ee Sa OP ge i 7 :Z_ igsiiaPi, a) a2iE i \Fgyi : ail xtlgone aaetrea set il jhe 1Wa iytl i :| “ea, aiie :P7. ft Mg aeyVe ping ak te Ae aa a| oe ia , a> llva att ie aoINsingin alsoa 7oe 1ae ycquini, el fcecal ee i|sana v7 soa lie Paid cape yg wa Ua po4 i. ST TA a:gintay ahh aaLG aai Ia|A4tee aeTU |4 P| 4. Sa 7ea a' telAi:tac . ee Ge SE
,:7 e dl en : | a a o . 4 I if i ae _ 4 Si il| ig ‘Ski ‘ne EE Hsu cog Wy i & i a me j : i a a ae | a aoO Ag e : eS ae a Ak am a i a | al i ae ms i 7 Z i i a a i ; 4 3ail aee ae 4 a: of 4i 2. Hie ah My ay a . “am: i a f;ceia.ai4if3aoF/iaAwee ,ail!oi. : 4 ap Wl ae ie sill x B ilyaE, i.4 : i uNsexsstay ee 2 aia alll,
Baim a eS .iMecco ia0 aeoe ye ea 4i: Fa oe a a a _aioy [aw f c 4 le ri i Fi Fee REREAD NA ! AN | . i ioeail He 4HOTA 3 *ai K u 7AN, , sii1SM aAone See HF henm :ih Sec Nn ie 4a ‘ioe cn aie |i.ih||0uiWay 4a; i| i4‘Soecnmmuommenmeneimme §i |1f ci i|Zz Wesson aster aA‘ aF CG ;am “ss ; (me aH iy emoincooi — ee i ao Nn “i onal eet ann i REE ir Fan 2 PTOI, eeeecm siee icei ae i i iil 4:;TELE Eeue allaamumuie RIN_— =~ 7acanine acne ‘ ie ggg omit ; & ° re ot a oxwscalllaes oan exon ™ : oo atoo ee Kiyo My oe ee aad | rrlli 4een, alalllll aei ie ntaq OOaii OT Ata, mm
oo agia 7)a qato iUe i,i ioF a4Pa 4| ae | i|id1‘yok
ii 1 ia Nee gate AO i 7 te gE ad PL rs gen MOCO Ug rag AHREHOR EDEN. NMC CORT nt ONDINE ok Hy
yg coe i nanan ees ae *oei:| HS so HCHO HEA 1ae | WHOA , _ind oteapes gat "sise a nn uy ; iio NOM AO MS OAAATeMUMNNNMHAAAIMENITaNSNANIAC MIRAE RNR ee" NS : ~ ‘ 1
7 ayfaseee lheut ae “ # q wt i ‘tsi ‘aii susouelancaiistacunglesicanisosiiconDRaNRANED yes NR AUB RS UE Cet nN ADT LO LIAO ec NaNO NG SRNR Nc NT
“ hs y ¥f| ar ‘ ra 4H 7% . FM Ae iN, Migs gg ooao Grek ata 3 L. ie ee ogo iey ig oy 4’ i Ggome i ig oye oe re ae 2 . |Jomiti e » ey ee2ee4FEata I IO : ey aTJOSSIDLY et a a ‘ ; 9 1. ie ferret YFa AAU ree : rom VE A L Od sl eCOYTIOY mer Ping Be iiONO OT l ) eA, ) belle SetCcoOreRN ModE bad IE Node a ae ts 2 a ed ) LL Gre heath Bote ua! Balle Hie CCOY) A Bh. . 6 & 8 ee ‘i
7 oe. ] , yeti Spteo %} HetPraveTe) eye”aioeye pu oe Hotty oe century. oa tty ae aves oe ] rvFrom gy ery izEhrenstein CREA gt PE eg ] Q1923: a BOF ow Q O99, ome Kony o. third jig.
Ce ee eeeee ee ee 5 a , a fo oJPg Me a eeee » ee
Sof pecans — HEE Slee | eee a ee eeeeLEDS Uta, oscee. Po eeeeee es Sieg A Aeee Eigen : Bae an ee ae DP tee see! yy EEPee ag ee egce alll Siee, | eeGee ee,aL Pee ee ee, ee pI oe eae ELE My 711) a a | ESSERE || AROS ORR, (1 REE ceEPC coe See TERM cca agMM EGS 20 Tagg is peer
eT eT ee ee PR ee ee Oe a ee ee " SOE Se ae snes a a Bo eS ae SD eT
, oo Dg: oe a nic RN SE aaa ih. Seeeemmnraie St 1) Cement EF 7 i. Ms
Dee ee ee ee oy, PO ye | UPpE EST ), ae.
ro oe,Rg he waeA EN iting EM Mgee a oeesac Sihigeg eu| ae sy 7ooeee aeeee |
le ae . ee oo Be EOD ONO Oi ica caeiage MG ee NO ge: wy oh
oeee Lee sue) |a” aeres een ee| oe enc ee |[ee gee ee, eeSe, eee eeCoe |) eeeee 2 ee ke eee: |” enemas) FOmee ERROR a Rn ee ne, ey | MME eee eer: erent | eee ee, aOem 3 panes a eee
| = eee eee ee ee, eee a eRe ee ee ee, | om «ftaeeead BD. ORG ee ee eee eeom ee@OY eeaeeeeoete eeLO eeI gig ee™ eee eeGs eee ee ee oe7Ae i iaeee[peer fe aemite. — ie fi rene ee =cael ac oe a ee i AM ee i|)caer ee eee tekee‘\ee| | ee oh eeeae eee opener |e) eee ae Re ee | ee) ane ee ee PEE SEE I OE | oe paces | Coeeeeeas eee 3Oecee 3) eee Ce ane ee |L ceA eee ae eee | eee Pra |oe | Someta SDGees Sc rele. aPia aee aeeeeMage aeeeee ce 7eeESoe cane ASsepaeme gesees!LEER | Ls oeI 02M aeIIIMille aoe)37
eeeeeeea Ce ll le ee lle
leoor eee cee See ae Po eee | ee ee eee eee eee Neeeee ieee ade ae ceeedee eer147ee eeMeee eeMe eeRA eeoeey ee eeoo eeaAee if | I| Me dn\ pecan aeee eee, ee a pe) Ee | he i,e fa Gees ce |eee ome eeteeee a 2 See | ee(.ae eeare ee a. Oe eee eeMI ee gy ee ee ee eeCpe ee oon Genie peaeeeenenne: |
i ee ee ee a eeeen ee eeee ee ie, ee ee I ce eeeee eere |
| Geeeehe | greiner Neat” ||| aa eemeemmrenernne te | meee | ee eu tae eee cee ee ee ee || |e Re eae eG) ||) RE SR PRM Ge eee Beesba || |ee eeeeeaera fe PERS SO Ee SSL EeGt EEE SEY SE eeMRMnCene SEMI SNS Io DM So CES IMSMM os Hee eapeestin oieSEES ceemimenneriid)) Git, Ener) naeec araI eS (a, RE | meat. a) i)SS CeUES a RRSRE | ee AE 1%SS SSS
ERM OSES [|EE EES Me I ieeneISO eee oO | eee eee ee 0 eeSBS eens ee Cnr0ce eee | eeeeer ee ee oe | ee eee OMEN GP ee eee eeePt eo Ww e eee oo aee oeec ee oeoeee eeed eee erm ee eee eee . ee LSee geee ge ae| olONeeoleee ee ee, eee nn ee
te ee ee eC
I
ee) aa | ee aeeeeee eee: PRR meereeretge| | |) ae re MREMrene Cee ee a ee ee eeereccuOnnennrmnrrred, | eee cae) ck eee eee) ||| | Geer ieee) eeneeean ay SeOEOnTRruneennrg, 3) (dae) | aa eerie meee rumCeeG ge: It | Se ee es ee 0 ess, eC ee |e" eee ART Geese
1gIMy 1| Oe geeoene, weON of aee- ee |4
MUTT SCee el ee 4 i Lo | eeeene eeni eee eeeartee mene Le eeET eee Ae oeooeee ee | Cnt SCO ae eee: tener| conc ent me Oumeres a |.
CF ow ee ee ee ee ee ee eee el Ce ea ert ae nee eee | ee Aen | ee aera ee eee iA ee eae ee || ee ee ‘uiprontamnmennmeinnane®: i 2a ee ee eee ee ee er, ll eC ia 2 eee, tg we! ee ee eee ee a oe i OR a ab ye ee agg coyens a: Co oe | eee oe ee eae ee ee ee eee eee ee oe a we
Tie), ea, eRe See EREICEIe: “GHRt)) | TRTRCRERLL eeeGit | GERrERURGer) SOUR ia REI ice suena nE ROSES SRL E SS oid gale ee ee ee ee
7 pas Myer, Hees anemic eee | ek oy i) eee ee ee renee ee eer | a i Bree eee eee re, | "ee or age en Resear Range es ER ORCC CARI ERED. eens, SEROTEC ETS EERIE uc celCie icc ReCEMRERE RCT L a ePOUOURRES nee aT) ||| ga | eee dena || CEM Sig TI Se MS oe CO ie MING esc pee fect Fi aaa sinh eek ccc Nia ica aa RI OH Urea NS | eee eee 4 aeIE oo.ieeee i My Hilt ce mere Serre caste meelg eect 00g eeeee a terrae ee ao LENG NPN co 8ER SoS IS ee I oS oe eeriisi Bl Cae Ecaespee uns ingNhe g NNN te SURC i gy ie -RAL UMELE EEE AD 2eee 2a cco LO NGigaaaiaaiiee i | oe ge Se LanSYmaeae MetMONIES: Coomorniciiicn Mmm, ;,., °°tin ee |
G N Migig hE s g 8S I OS IT ic we oe ‘| ee eee we |)? eee eee Pee ee EONSfoceca Sos IS oe co Geer eee eee ere eee ee ee ee ea
ee ee Migs eee2 ieeRe ee eeMmeee eeAee ee oegeaeee Ne eeeeenene Reng rer eeeME eeeieee og Mideast Ee EU EEeee ong er IM as ea a
| teae i i ee Pe | aa ae ee ee ee ee cee ee eee oe | ae
“aoa ba) ee URGED SSS as EMME oe 2 or ae Naa: Pee ee ee eS a soil Magi GOS: i ae
ee ee
ithek, eg,| eeeeeeeemere || nner) WR. ee)eer) een Pe ceemn ee oS ee ee ee ieee| eee ee | qo eaeee
a)Ee|a eee || RR ee ge ee ee ee a ee ee Ee) | anes | Sones: | eae) re eater” eres), eee el) eee ee 2 | ee es ee re eee ea
reiaee eeelle 606 Pe = 2. eee
“aTOae DoicscMI yeeEIB4SMoeCIES eee I Sie iinSE,ia ce MMe I POLES SESE TGAES aS ON Ii iii ail ge ogee geri ie MN
cy ;@ *,%* aINOaNn %emerging g's “% oy | a aayfirst rad aoforoor: 4cen2. Apamea with Noah from a sarcophagus, half thethethird ad Apan 1€acoin COIN WIN emerging trom a sarcopnagus, Wrst Nall third cen-
“ Sait mtd Burd Es wd :. & Soil
tury. From Goodenough 1953: vol. 3, fig. 700. Reprinted by permission of Princeton University |cyr Ye coBYoeEFsee*
Pe es ear a ee Tg i hr ee oeme OE ai ge eG A, ee ee i, ord SU I ed Be A EVE OOO es ad eeee a = ee Fs eee ee el a Soy ON gl Bs al i ee ee i ee ee es re a yee a ee EN ae ee ie i LL hl a ee ee oe or
Sl ee a 2. oD eae oe ll ee ee ee LO Oe ee EOIN I hr 0 cae POSE Se a: Oe On Gn) Oe ae eo oe liguss oeieeoctasteepags etaON ”
EOE ERE Be GEE A
Pema Cone aOe eeEEN SE gee oo tee go ‘ IEEE! SEB NUR OE SR Ia End CEE! SINE IS 5)ee eR RMT ee erCo eyeee ERR? oe 2Sa RO aE fg EELAAN ey eeIED. MR sha aM ce ee ree eaaCoOL ERC NONI iamiciiii insist f eG Me ON ae iien ee ae ee Nie ee ees ie. SMG acoy 1 THE eg Aea gateRTE OeRh oe Aa aTGS ce) baa: ne alesse iyNeue ol Ce eeiANIM ee FUR ae APM alte ey Rates arte oybe a ee UDR UU PNA USEC a) OR) esOnc a)oe OnNl MOM mS eRiG. GT ieee Na) GAIN ihe:eeEN NininioiitGhiac SON EGS ORG ae Oe a oo. NH Lo oO Le ee oe, oy cs ee oe a ee os oo, SG aang oe iin, ee a en) 0 ee eae Ne ie ee ee ORR MOU EES, Cs Oe eae CEE MND Gi LE ENN iNMN ih aii aCoNe CON eeee Gyoe hah CAN ee WO BOER BCS: ESO ON asTiae CO ee, ale5 Ne a TE TO neRE nTNR Sa re ye oTRE ee LG a oe eeinoe LaeisBO ane LL Se SNC OS Siig eeDas DWE QUOI ai, a Le CI ees SO MOSS ROR DRONA Ie Ga Cs ye BekFe Deee OSs SOU ey SiIN te ME EE MUNG TOT eee eS MM eee 8 Me ESE aNS Sie aaon
eyPeoeey Rees garg oe GO UE NOG NUE Sg |ee a aLN ee II|ee Ps, UO ae A eaeMI reiy aEe a) Pe iMe a hlaaa) ee ea ee NNOEE: CNnee eeeiREE eepe tee eea Sg SOs IG ONE Eoee OM iTIS ON BS as ER BN ne ea ee ee EES A TREN oe LL io.CUNEO oe ee BEE ORTNc Be Fae\ee ne en | NDaNG WAU SENG NG 2 afe8ee Tg eReeo eaeOS aeAN OTE UE! 8 SME | else aC Me eago ay sige By Rare eReee Nees 0ae a Be ee eee SERIES FN AN MG IMEI 38 oo oo :NEE De Eseee ee ee eee secaraeapenea meee ee, NGS) ages | een Serer eee Boey et en eePEE eeOU edith een aeRCE 7 A SG aT Saas Oyee SU ANNs Bes aM SAIMR aeae eei.eee ae eae a TG RIi Sine Re Ae ee ee ee CG eae ee ESS i haa ee Beate i) oe ie EO He eR RG NPP, ios ip IEEE TGS ES MR ON a FREES INENG FURS CGE SE AOA Ge ENCE GEG O SE CIS SEIS Se as Oe oo oe a _ ee y a] ee epee e Wania /an Me e ES SE OSs eee eae ge TOE: Re IER ae ena ee ee, (1 ly ee ae ee oe ok a re ee ESE ace WU Go COE ee ee SG RC HE SOB UUE OS ACEI E Ry ee i a 3 ae a — |a Ce Lge cae ae EN SeMDD ispM Ee oo... aeteaaeaok lieth oe SAN oe a (ee oe gs ooae ep Vee Bonenoe ee a Bhiems nee Ren|FcHan Senor LPG 06 eseee AUN He ea BO aN TOE er aes ERG IMR PSN eya cama e175) Tiae Tae eee GN) liga gga a ae sa le ge eT a ii. . i ee ee ee Te SO Oke CNS ee ee ee) a ea ee NN Slice MN ee ee ey | Ca eee eee eee EN i any in Ce Toe ee i heck aeee “ee ee. Pte| aee eee, Loea ee oeSees 1raeHaye aeON..BOSCO ok RO ‘Giiiiicn aMAUNPeGEG| oz.ee26 Pe esea coOG Re ee MOO: Bae ee is HORE GA ee een ee i) eae STN ee ee oe oo IGS | OORRE eo SS ee ESSIEN ICID ee eeUIT a ccc Resa RSHES ganar nS Noes 8 eo EEace isiIN itePe meme SIN VAGUE oe ee ss ee) EN eli’ ReAe en Ra eaeOe reece BeeeeeeTENG eee aU eae: RECON | a bee eeRLaaEE ee ee ee UE UNSER Cara SEee MING GR 2reg tee ce EREa SES NM PS re elit MMe ea Nap 8 Me se nee i ml te) ieee ee pips ene ee te, ore Oe aM EU IM MO EA aC NEST IS Be ue ree ee ar EE AO UE RU NO Te RU ee MAK ORESH IN: OE SNS FTG GAMES eo gas Te deca Me Sees tess PM OO. EN Se
: a Co ee ee ae ee ee eee . es ae a ee cae Cee. i.
aCe2 ae chaki aaian Peeae Gee ce ee Sete ee aeee eeNaika) | ee | ee OIE: aa iciitae aio! ee elA ee Se eee |e eeee BRee en Be nenaee senna SG Br ei TON A ae alee ee |eee Goa |) ES| OMI Ne Co Me
eewoe ee+ ee gges aA AM Mah ORE Sas 8 pe | ema ancao ie |ORM ee ee RR i aieNeeae le oe. os esCee GM Mieee gece ed CO (aeeee sea) aMce a: OM ee ooeeoeee ges ee eeainegnaseee ee Gee, a ce a Die MS Se32aANa antigo oe oe io ee
eee eg NIN as ee a Pie ae Ce ee ae ee ee oe on aa i i F oy Le bao oe T aEw eebiee ee eeeee Beanaesbe ee ee ee Se. Aa NsMes caeae ISMES: aeegee eeoe , ae We ee ee EG ge ‘ (apeMN eet Laeigs een aai ie ey” eeNB oe a _Oa or Oe aaa! i ee oFeasCe, ee eei ee |ae| oe eee SO eea. ee) a yee a anes
ORE BUSGgg8 2a O29 fiseM ga ie ee AE fo ge ES AREER BSEee 3thee Sa eee eees: IES is RSE Ge R22 GMs: aega aeNE ee Le akeaeae:ay PRISER: peMss a5 OeeeReet)ONESSE eee, oo)Bei a OR I 22oe Aa ee2a My psBare Eee (PHPSDE cE Tics ahi § F ee AYESer | DR eeabe ae Eg OPES EGRESS lind vile Pe aM|EE Sa skeen GA ES OMe esoe Bec EM AG ea ee
BBS er ee ee Vee ae . pacer see ae tes Serene eee Oe a Leeman eee Ne Oe i aon MO ae ae Se ee
ee ee ee Oi kan Cera mea oe ee SRS og Se U ea ein i RE pce caer oe 28oo|oreee >a2 aoe ~ Eo of.te ee ee Gee ime esaee ee ee eesee PERN SE|BN) ERT nS aeMG iEe eeEAeae eer re aae RCO Se Se oes sig: EES Wes ea ge coe ee ae eeu Beare eine We alias aee eenee ick ee aSO SC Mem EEE ee Re) ee oh:a 0 ee eeeOe fe CS aSe Ree ae ERICH RnR CRO Aa Go pag ee EAE leA OP I Cee ia ieee |tu eee eae aeOS eo “gi ee Bg ges ON Ses MM aa erect ela |aeee aaa NeIR eepi i aa ee ae Bee | eeaore ae neA Mn
Ee ae ee oe orem ae ene ee CL) ee ee |eo aeb: |ee eeoo a2 ae ae eae aace ae7a Sed eee aoe oe Ss ee ee oe ee) eee eeee es oe ae ee aLe ,lhae oy ee ee ee ee eeeae See, ee ee ee etee |eeee Cer ee eee ee eet ee eae ee ON ee |ees Lo ee ioe a vi i ee ee eeSe ye eae ee oe eeee | am ee oa i ee ae ee % :aoeeee ks ooCele fsaera ee L's, 7 eeae a.eeERO fe a| ee 26Ralo eeaeaoee ieSoCo geee ‘ ie
Se Ei ee oe ee ee ee eee ee ee | eee ae eee ee ee ee eee 2) as(|eeee dhe Pe agai Ge oe es _ pe eo eeeae ee|ee ee . oe Peggle et:ee Os BOake aeaDO i oa aeSe owUM eae — . i eae 8 “vel eee ee ee ee eee Gao ea) a eee CN ee a 0, GE PE oy bee eee ee a (7 he yee 4 fl 1 oo | — : -; biggie IEGRECON a glatite oe caiie ga gE ok are Le aie eereS| ee Ce eeefeCee AMI oieea aeaaao eeae POos,oea hl Eis heee GE ieeee aSIMMS ae NeIT Rh ie2oe oeNG ee) || eee eeeee a ao ee oo Li>. oy| a ai aa, Se ee Le ie: ee, ae eee oe. LO hl 2ee Le. 2, oe Lao. ae ae “7 ae a igggihe e: oe te CU 2 ee a ee, oy ® pase eee Me. ee ae aeee) eee me re ee ee22CO Be ee aCSue: oeIeae LSBeige. ee eehsceeek8 ee ag i :ieofhana ge ee ee ee A) es eee Ta ee eo Os fee) Mi ee oe. ae ea ee Me ne ee aa TAMA Uline aah woail: oe .OE Oy es Aeae a i eae aaeSe1MN 8iaarraegres ANS ONE eeee Og PY Se— BS NII: Nee Neier SURO DNS1MM aIaie) od Tee
aes, oe a ae . ap a Ma Ca eeeeaeeoe, aee 2ge eee ee ER eeVe ema ee a AN agains, |ge eae Fo iSige geen eelhUmClUlelC ee ee ee © tone eeSeree le aeeNaaEe eeeeeae8NN lL iaeeaee a ig agee cee AEg a ae: een Re |ee anaes|ce), tee NeeoC MAN: 6 Wig OE a ge eee 2. of. ee oe Co kat oO a 0 Se eee emai | eee Pee || ee ate | eee | ee uae OHM: Bae Nae PISS: AMOI cies se:- Ee ES CRN a Cg. pronase
mas » os a oo os if co ee a | ae a ee), aI RAINE 2520 AR na PSE EN Ne: | eae 2M OS Sais Hs Aaah A Ge uae oe ea ae Ne uy fee ag au Ao sean ce Pee oe ee eee RIES ae Sg SNM SAIN oo 8a2 CREE AMG Sie EME Be, ee s Le OS aN se ae eee) Panes EE i oC DS Man ge ee a ae | eG ile
ea ree eee |e eee ee eee eee ee 2. a a. ae Ea :
SN EE Se eeeee ee ee CO ee ee ee leer, COC aee Saege AMUS TANG 3 §ke ie eee eee |eRe Sea, MGR SIRE alts:ee |.i.eee |. aoaca >. ee !ei : Z Ves aMEISE eee (ESaMU |) ee 10 OP seinem apmwreeaeteneess e600) Le TIMI igs ger es BeEIEIO iioo eee ™ A SBN Ce ee us | eeiy, aRG, eee ert ee Rate |ofEE |||) ee Ca ||eee 4,aerate, fee |)eeeAah ee OG Oe ee ok ge. eee ee ae eee eee Fl oe mtneee cake ee ease (|) yg. Ne, aie ortega (| ee| |PNM a |i, ae nT: a) eeeee | ee ae eeAre UM sea TEA TNR SAM 2 Lee Tak, :AE CC —— apesoo JAA i eae) See es (ee eee a. oe oe We eegeee |) mr | eeeeeeSee ce Re ic erOeMM amie ||| ge nt) eoAN | eerseee | eae 8) MN cc EM gya Beaee vue eames Pe}‘ |; LT ee |) TY ME ysios fos 8 oa, emacs? aAMUA aaa se aoe 2|RR|| fe fae? RON sis SEES ACaer ME SIN es Booed Dei| te|) ok TENN Oneee SIDI oe|ohee gs ee eeee tee oe | iee |, _ 7 Le , ee eee2 ge! ee aOR, fa1 eee pee” Anke ee er oO a SAR selaaa)MGS pean ee aSeeraEEaee a ee{20sa7MIR in cae: IE8aM 6 eeiri RO ae oe Loe ae EN Be 3a Be OeaettDE eaeSegsBae. PgPennant EP ie! B11) A AT8:Ea: Wecase sammie 181” Sah j fos SPE Pimms a areneaaSeesNees oe) ieMONT 1 RGR Sc MERE Bay||i eee eae a (Cee 7 vm
oe fyI|.aee re |a eee eee Co© '— oe 's oe eeoe i dl INao ce.oe Cee a. af fFoe76a2.ee . < a| es
ails DPSS ey ee ee of Eg a :Ne aeee eea.og eeoO. aTT oe oo aaiee 7oe i.IN AN. ae oea.afare a) Xe = OO — oe 2 ck ”a ae, Tl WE: Es oy CO ae |A ae Po aOTa— fo Sp) ES foe ire a EE es ar of AER eeeere aaaa areCN eeeee) aeee ae ee 8Co oy 2a; asSY ane a2ies eee eC ae | ee Se ee eee, ee ae or 2 a acua er ee | Tina cog 2g Pe Pe ee eee ee a OU I EG eG oe ali: i aie. cme ere oe ee Bg RRR Oe eee ici. Be aa ee ee ee ee ae Le ae) ee es nit Es a i oe =. Ee oo, i Wi ici i oo ee ot aa. ae sol er ee ee|CE Seeger Pee | eee Rene eesMa eee Ge ese ne eo eee emerge || Seana Saat BePa oeSa NINE eaoe EA NI aae aaa: ‘ oe ee og ol. ee Pe eee. ee Racers |peer 7)Se aaa ae es ee ee he) eeco) ae NTna ESO GC tee iN Sal gg eee er)oo |elet (oi SO eo Bon nan eas ON AiCieee EE a Sin A NE iain aON eea ia aeoa 7a Peg Ug ia eae TO wae OO UN A La ieee paps ooaeet 1)ce eeea8ee le oe kee Ce ie
coe eee aTAMERS a ——eee ||| eeeee Ce ee fo|| ee Le. oeee eek eeBese oo. oemeee yaaa ae) asceSia ORG M0 ee Bg OE Soeee ieee CEee Si gl Te ag aeeee ee ee Hepes VESSe STG Bi Gn EE te 8 es ceeoe aeVar ae, CMe Ai are a an’i~ aao i ieoo es Be eee me Bee carey Se oF oe 8S tioysdee FU ON ee one TT eG oe ie aeSe oF ol ee oo SE eM ee ee Bn a|||1ee SO oe 4coe : ls 2g eR 8 rs U8 Ma 8 Faces NAAMeg pes errraee |) cg) ec I ae |IE Cee eee i eea Bhee ii(, Camere mee aee) a US eae NN cage gueee Od ai
ee SP OR ees ee ey : 4. a _ 2 2 |) a Ae i. ie ee eae eo Hes: CO ae poet Oo RGR Re gigs ET ES DS AMS wRlsh. aie, 20 ES DOMINOS 8 Seeds ee BRA OB EA pi pemane eC NG eH MON EE Gini MON Olimahi ie WANE ose oo Be mae. | | Bema a i i a _ yi
eeeeEe eee Ee: PO aeeeeeceen aCNR ee eeMM a eee eta emu ees Me ee ee | «aoe i as oe ee2oe So) ie eee ae ie a ig eg eeean eae eeae eee eea | ee aee ee|ee. RE or ae Le rear 0 eee eee ee a Oe OR eas ee -_ [ae ee es ae ee ee ee eee eae ee CONN ee ee ee | I a ‘wa al STM. eee | ee ers i ee ee a eee coe arene | one eee ee er || ae OO a ey el eee |) ea eee SEE gS SO ee ay aa ae i PEERS Co ee ees SHH PORE BG Lat © SRE ue ee eee oF a . oe a ee | eee Le? Oe i ae Co eee HEN A Sg NEES oe | Reon eae) ee ll aay ers
Pd, Nc : . i .IS 7Miso Pe LE=ees SRee Le re i eee eee ee MM MIME 22eee aa oeeea aaea CUNO aaaeete A EI ReiSOR epee I BN 8 ea UM eeDe re eeoe ee CC a[|ee ee ee pee ee oeeeke ee eee | 2iEEaN eee ee De a| Ae aeike oe | a pve
el ee | oe, i2 2ee ee pe ee ae ||| een eee 4| F* Me teeee || eaeSs Pi eM agi raggeatictes Eas eS ee Sus ee Pe ee INE OSE MI oe Osee es 7eee Co |eeea |)a | aeee pees, oh 2c ae ee aoaao SEO Mg a mee se Tehl asw? Se ee le ee ee oe) ee So ee inet ce esaEg Por dane BA be eNO eg) 11 Naaeeae || | eee ae ene eaeI|| age COI ING AAC) i Us| ee Ia oe K aiJB aeBel| |eee eemane eeeieeeae Pecan? oeee Wee a EA OeKHON se os Ne | ee eeeaa ee Dono eo) ee) eee | | ee: ae ee ee reer eats Pane ye eee MM RC ee SOaRE)\,||'| | SRR aM |) Ne ag ce cage 959101 is ee ee a eee SN SN A ae
ge 0)0 aa eaeee eer eeees Ae ee ASE ee a| ae 8oeBee eine aes eei.7 ae “anon aeeae yt eea kg a,ort oe ai aee Bee aor Ba Benne Sac mee 0 ee a| 4 eo Gees ele 7a eeee A ail Te EM aeeoe eseneePT ae ee ar ,.ee a.eee a) oe te4 oe o. px ioo eee ee ee geo. i, i , oo ee 7.“; : oe on ao ~~ 1 3 a 2 Oe iis oo Loe a 2 SS hl oF ae ug me Poe Pe a) ake) eee ee eee Oi eee eee | ee I SA, CT NN 2 ee eee Ce Pee Ce INe ee a| MIMD ena cm) ae LO ae i bo y|| eee [of aeiee ABee ECaoe AIR aeeeee wl fy ee eeeeiNe eee ee Marg aOR ee ee ee oe 2SE eele aieaeo aws oat ae |)Mee ee. cee Bee ceaESE ee der oeABIES eee ee hh:yt. ae MeLTtgIMT LgeIM oS MN a PeeeLeeeee a oe . ee ee ceaa3ae We eeoeae eeLee Ce EE aae il MMB |) eee et aee ee EI PES BS 7 Oe ceeAMA Brae: 2 cogs oe TGC ee aaa tesa esa A Sis ING np FE. ae Ses 1 BS 0001 1010ae Sa La 4, a ee oe See oseeeo aes UeSEE oo. ee TaeSN ana Fs TE ih aa fe aapaeree foe | oi ESsekRRS a UT aaaeMMN ee SO a a388 GAR? ol ai g
oe ee ee De ae ee ef. lhmhrr,rrsS =‘ | Se ee ee || es Ge ee _ ee io Ge aUl eee | ee asle eae 7. lL is.|on oo . | oe Ug Se ee Ce a 0 ee oy ee eee a es ee ee a... ee a oe eee. eg Se eT to ee oe veaoere ae wor NS Be ee ee ee eaeree es ee eei eer 4 Loge eece ooeee pee ee ee 1OP IN 8feNaa oe [eea aa iiieo ee w MAG ee eae Yo @ ga ee Oo... ee -.. ee ee ge ol ee Le OO oe pee ae aee Se eeBF eeOeheSe ee seo Nc Gi a aa: ee aa.| ONT es eeeeeeee NO ive oeCe oeedna you eeee etEES ee |MW Wiiec es as Ae wages |PS |eee aa eeee ie ieei) aoe ae
,ee Be I oo ,,r:”:Ci«sS tC oO we iy ee ee ee ee ee ee ee Pe — |... oe i 1s of ae Nee be Sea ee, ae Oe a nuienn Ce Dy Bee | ee Re a pee ne Fas Re ae I ie CI GE WER A RE a it ae Lo — — oh ] OM a ae baa a | a ee Mi ii OO eae ee ae a. | oe See ey rr. -.. aoee ee iSSieee eo Wiican ioc: fea oe Da ies ve el~*: Ee ee ee ee ee ee il ee oo. (=. ie ii. Sl
eeoo ee ee ee pee ea es ee eeOi PNM ges eso en ee Oe ee Yo ye ,eS | BE geeee a : Hs ig og MT iis Co Nii iii AON ey BA | hail Lane ¢ ciee ES AE Sg eR erm eee ale a eee ia, ON CMI TN NG i a eo a oo. a a | e Ee ye a 2 Ci. oe 7 oe a a CO ae Ce poet ge Ba Re ee a oe ll ih ee ee oa |, ~~ “ne pee oeuaemee ©ee; 23 enESSA a» Hes od eee (a a.iaes eePele A ee=fe CEPR ES iee ey ie, Oe NN enne sliae Bs oe ahd PENSE i Nh a iiiene LS:ae Me oo tree ae, ae Sie eee a oe |oe aaCe eee Se eee es| Co.
oe ee. ee ie ohESSe leeT ee a... » eS Aes oe eeoe ae Ue ee Mi Ce a ie Ce TE ea RSE ee 2c oo Aaee Fk ue SANa ueO ea ,=” PO, kc oer ee eee oo eee oy ae a. a.eee8ee Cor .EN? oo oe Gg Cs ea oe eeos ee ee ee eeaMee ok eee are | ee eeicaoe 2Wit ee ee Le aTrahan >Ce fe “7 : oH PPBRRT Ue ey Brace ingen} CAPR TAN oe Pl iene ae aE? Sree NT ii iM ICA) Legge FL S BEE ING SE ie a OO A A eT Disk ON Gee Oa Oa sane obs: ONE SE a IIS Sce cadiNs 4] : Sei
a a gh gh Ba} fey “BRE ight VEEP SG RINE ono a ENS 2 ee CES eS TE Gta Ee 2 Us SS EAE OT ES ah OORT Mi i a — ed DEES: ea ye Bag SRSA ES ATE) epi Reece eae eee ep hee a ieneENN 1) Neca ae tee i URN 2 Soo i ales ~~ | i : 9 3 , ee 1La Pa OS! gancee HeePapas 2eee WPL EN OeoiSe ggaire 2 Res eee) 325 oe a OMS 7Ns eeaeane ee Ce eeoe S Be Ug eeSURES OI eg ha OS PRIME EEE ER TEERE SA 2ee EE MISE SIS ee ukeeee TSS TMs 82 Teaie: Sn eee POE ANPe aaDoe ye es SE aT Me et eee eee eelee eee es ee ee aeante aHcCN aTR enaa ie Se ee Eg icBNA aoo“Te)EE a.Py Cy e i :)a
ee eeee ee ofas BEEP HEfyi MP SA ge ee eeEg ee| ee aaey) ae Aoo. as )ae eeae oo2 .:ae Le / oegM gh PINS 2ee or ga eS elee eeeee ile oO ee oes Be Ree ho eres |ga aeiBae! eeae a. eeee ee On aN. oe Sl ie ee ae gee ee ee EN COE aca eran ed ee | |ee ee Co so aes aae ee ee ia ae Oe ee ee nd ee ee FOU es ee i oe ae Ce aA oS ee ee ee ae ae ee ee a a 2 et ee i es oe wt OD nea eee or ham ab ee ee ee ree ae ae ee eee ee ee a Ce a aa. ee 7 oe ee ee i ee OO oo. ol np Cee SE gE EE eg ae!ee re ceeee ees eee ee ana oe ee eee. ..aa.ok , oboe ™ Re ee ee ee NB ESS ep ee hl ri‘ zs |. ae. ee ee eee ee ee ee ee a OES Na ee) oe ba = Bok SRDS Eg Sees Bemeees ee eeSe OEE Ey iCOS ee ortoe ty fe Sema te Ae eee go neeee eeeCe.Pee ee eeteeeeaeeee ee SES es a.OPCt1 Ag ee Ss LoEIAs Ps CO aa: & Rp Pe te a getig ee ee eee HGS ge ge ae BUGS Diag NE | eae ae mere a 3 Se ee Nae ee ee i Hi te? | ee a a a oo. _ a oe :
BE SRE EE ie ESoo SgR EGohPaseo OMB ESaDs BOSE ag HS Eeaok BgENTE Pag eh Fa ee og eenereerte aea PHM eee ee2S eee | Te SNES SE FR a ees meats) BS li aeORC Ne: ellie oo ; é. SES Bi! Sooo ae ge GATE EEage Rt ae See OA eisai GOR gest efogg LEER DRS SARE See [ED a AMI 25RE Pees TANG LOS Ran SC NUEM vga yi SIM eee cee ee BBO IU Sarat oa ep BGAME? ee ene |||eae ates UNI IRare oas gCae a eG eae eeRES eee |WN uae aRn a.EtCe “ag®: IR :aes hie BSE Pin Rast BLgheae TRAE UeSE! cae rare ea unTE eee aa ea,gah(Ce eG eee ee) el, Ue ees Siero eee OM aranereae LL iaST ie ce TN easy
oe eTeee rn ae Eek ceeen eee ee ee Co eeee Pea ee eee Be pee aeee ee aa ba ae a ereae|a ae 7 ES a SA|.RAG OMG eC VEE "eal> pee eeereeteres es aON ee een aeeCC onl ey . sone’ ”ON_iiaaaeeo oe a, gs re Te ee ete Ce aPeSI eee ee Le a) ae ieee oo ipa ane eee ae,ae ee eee Se EE fee AE ee ee IS re eetres ee By eek Cage os Ps salar) a|. “ald >‘ ae ee ee ee Ce ee i eee ae So ee Se OG Ne oe a ee ©) ee ee ee ee ae eee ee ee eee ee eee ee ae ee ee |) eee el es OO a an ee Oe ee CUTE UN i eee hl |. oe ee a ‘ ee a . eae peae eeee ee eo eee pe aCe esaNOONE Soe DG aaa! ee aeie: oo ee=Sr... ey a. ee oon eetere eeeee eeee ee eee oo epee ae CRS a pcre eeAe aa ee tne eeSage oe eee hl ee i| ee iae f,,DhCLrrrtC«sS ee oe _— an ee ee Dg Ee Lee ae aee eee ee ae ee aoo eee eee |MG 7ae aaae .~~ — o:: 2c na ie 0 EP ee a een te ate oe Se ee eta ee Ne a | ki | / he | , “4 : emcee | iene NO ce ee ee ae Pe ee ee ee ee ee ae a oo te | _— = [ee ee ae gee re) eg ogee ee ee i oe oC. ee “5 Se a Me ee ae ee BOON NES yo oe oC oe) ee ee ey gn a Fe a Mili s8 22 NG Se Bee | iee |,_ |eeeee Ee oeee EE ON Eg SS eeBye ea Se a oe Som WS es eG CC oe_ aod a. _ee |7 :ee yo e. ee: ee seegestas ee oF DD oe oe (i. ey aa oe Be | |) |Sere UNC ee Heiss OBE es aahpe ap OLED SNEg gs Ca ee eee Bee te ||| Pear |,Le LI SN Mea) a Wisi Meeeal IU 1oo IiMN A MAME oo pes) :2ee ”diyOn tee Pe IGN aaae DUE USE iE ee aa) aoe hls. ii on oo ae “be! UI OB ge ee ee eee eee || ee ne a ee ee i ie ee a ~elhicil Ri gS 25 aee ee Mi Cs ee ee ee FOROS ese ONS Bet ee ae 77 oe of one oo oT oo ) .eeSk :7 ” 6 EL AN SE Se ee | cee cee ee eg Be ee We Ce OO es cose” a ae ere eee ee ee ieee: Trey ena a ee oN a |... a. re ee ee ee Cee eee ee ee re i i a LO DO ee a ; mo ee Co pee eee eeOGeeONee ee eee Sgn la ie: aoonSo i BUN -.ee |]I Se ee _eeee : °p|) ‘e;a.|: Pe a|)oe | ai, |ee eee WG iniieiiaas eeOea, eee erCOR SRA CU leON i|ee SN KcCR SOMME ae ee aa pont” ome on nliiiloinililea sco Ce ne re ee i uly, IN oe ok | ee Woe isi iia 0 a. i CT i ee oe Ce font eee eae ee na TROON Rs OEE ee NG ON ON Re Tea ie PN Came ee) PCy UM Mocs ies | eee Pee meee Maes oe ee es DM Poh ye Be ee ee ee ae Li 9SIE s, .eeoe |,eae , ee ae eee aes gag aace ieee ae alee SN Ge 2MOTe ee ee eee ae) ‘@oo ee eeer BN aa eae" ee eh ee ae Co eer aan eae ioo CeO Le Na 1 ee a La ll ee ioe a ee es is es ie ee po | EO ae ie .has . ee ieee i ee TS Oy ee Ls CF ee La “i= MNfC 2 dys eS SR EM Stat HSea nee EER Se ee eees eeiBESET SES EL SCS ia Haeamas GONNA Sn> Pa TN oy 2cRE NO Ali OS oe aa | oo|CU ..“ome i __ ir 5 gio es oF es ‘ne | ee Te ee oo ee I So al ee , Hie ‘.) mee Gn 0 MC ecg SIN a yee eee OS ae a SO ee GN, io. 06 i. ow. de oy i. . 7. Oe OR AE os TMI Ms aa, i ae CEN aa OS Maat ee OUI co MMe: Go OME IRE oe Te MCCA aii. Hk MA Mio peepee |e “~ ame\ fag OE Nh OM een ee ReaeeNU eee.oo. | oe ey 18 Ma PnLO MEE coeC re cgi) oo)@ a _ oe oeek [a" wl Poe ae in Ve ee 0eee Tio Bee aee eee aie ah a“ee aee 4Se aaa ae aoeeo aee eS oe oo | nn ae .iRIND oo Co ou mo ce ee a ee en emia ee eae ce a i i es ee " Se UO i i | ec: a ee oo. . aa |;Ja we “a oo ie —. 9 2a TN ic RN OM MGS ec Se ES I) ee ee ‘ 2,):. ea ee ee Be oe OBERT IE ie Cle Oe oe ae a OT Me ee Ee _. . FC . a” Lin ee . ls Ce A ae ee a ee ee oes IN cae I NT ii, CEASERS es Le ea . RUN SC: | ees asear SIMI NMG MING A OF Fas ae Ss Nhe se Se ee Me mT os lar ae ee 6 ie ee at Oe NG MI oe pot nfl || eae Aa ae ae: PN ge: EESGa DRUGS OSoO GT DN NaSoe 2a 5 A ae a eMi GO ell — a “_ ee oe | |4aieco DsDa, a oe ne se Ce i. ee co Hee a aaaoo -PI.acga ee oFa a.a “eet oo Be ge [LL ey oe ee acsie:eaGg ee en CC |;—— Oo ORC es _ ee Coe EGER ee )of. oo. scan Oenee oe eee BeeSSoyES ieSsee eeeeOR ISOI ee een all:SONG Sib a NG ae ee A alas re, 2 Ge 2iGE pastas TSeeaeI es ae2.ayn mom | cua gp neater cere SIE SE a aes cee OO ieLee SO ae: eaa| ae I ee SN ES ee) Se :gia ee ee, | 8 oo a ae ee Ge oo) ee I ee ee 1) ee ROOT oe i I eee oe Brovwond ‘all — ee La Sa ie ee ee ee a, TOURS TS ai ee ee : SRE Eee OS UM NS I gS Tae Lee Ce |) ON. ali ERS ee ees SUSIE OS i ee | an ee | eC won oie 5)7 fe ee aeORR ee ee ENUN EISee RG ed SRT NOGiaGhineo IS Aas ae eae in ee | Bee) rerbere iaIaeeeo eae eeaeSeg ee TES ing Fh ..,.,ttw:~«~sC~C :a
| : |aHa : :oo ; | :a: :a !a : . ai sh a oo es oo _Hai aa_up i a)Te oo esa.ula oo TaeNe aa ae a aKyoe oo.)oe 5 AN aeue cy S ioaN. aoa), a .oo i aaoe aMa ....oeaceaaveaie :aoo ce a_oo aaya4bie _. .a ame ce wi 7a|. 2 Hy oo a. 1: nan 7 Ha akoo. oe hai iaae . oe aaaes neataa Hee Ba oeoo . en .coy aa)- .aeoo i oo oo aieee 1aaa) oo2Leaaa.oo4oo .oo.aA.; aeaWe oo ee bateyae. al —oe Valea. aait)oo a eeoo a oo..HA on etaceaa \aa a oe iN oo oo ats ed a. ae ea o) co Oy ey Ni et 4a _ aeae sitevieaa me . a .ae ae aa iAC AaeeSO )oh ei De (hh : ea .i a| )a ,tee i a| ace a aoearo ohAa a oo iHA ae oo aeL a me oe i os ”| ee “a.i eeee.| i!ae 7 i. oo aA ooaae:ONa.ne .oyoe:aaaaaaaseTas aoe a‘ ieAo. eeaaoo aee -aa ioeee :wane / ay:a.aVS) :Me ;a :aHaa|ioeaiG: a.i7. ,Mi7:Ah: oo a: :Ne2:):lly-ave aa...sana - aen.aa7aaeA neoeoO Pn oe niet oo aey/Rie oo
: |:ai/::. .ae |; | a:. |i.ace;]Ve 'ae) oo al ail ea aaiaiaioo enita aan Rae oo.aaaeaco Na Wo oy ia:aae ee A on a aoe a awe a7 7ea a2|;Hn ale) a aoo a ite .ee oO. a7) .oe a me aa. able os oF aAGS :oyaoo aoe ioe oe Vk |:::; oe .; :: aa:Lval Loeae aiuy.a:oN a athaeyaaoaihiaiaeaaNe ca ee .Ne aaoe 1aaeoe a) oe ae: aRG oe nA Lo ao oo win mele a| ee ai)ae Nee unae rah Mi Ss ;7| ,|:oe ee aaooaan aaeeme _ataAaaee a/aaeVe HN oe .aa aae :::.a:a-:|awe a:::8, oo i|-:Lo ‘ .al aa8aiayon oo Lo aeh aioaloo :oe oo :.aeoo aaiG.oo aaeai.ae oy i sf | aaaoe 7i itoo oe ioo aRU aaaoo .ooae aeoe .ooa7.aAo) oo. oo a oeue aoo . |xy .:aoo oo :i ::|:oy : 7 / 7 ae a a a — oo a Tai a ae at ee A Cay a ee a . oo ae on mi Mi oe . Vy 4 a ae i oo ee a .. i One a ve oo. ee i eA ye ce a . oo . : ( : : | . : , | | : L a a _ a oo a i a ‘ oo yk a a . a i ue a a an, Ha oo iy a ee i i oe ae a an ae : : | : : _ 7 | : i a a oo i ihe a a a / Oo a ‘t a oo a vi co . i ea 7 - a ae iv oo oo cy a Ae a a i i oS | oo oo a ae ae Hn )i
_oe aoo : a.i oa a .ae:| aoo oF oo - a oe. .a : a ae 7 a aa oooo . . : . aoo oo aoo _ a aA a oo_ oo “ on ia
. -: :3 i) oo oN) .ay eyy) Ny vA one Neiaae ana a. Sait Hip oyoo) aecy . i oo Leta Cas a oN a| a::ae oea aOe iheonil a We ixnel aae i os . . ie acaon a aAeaaee cite ne ul oo ae onHM ie aooea ae oF amat a cn otVaan ooFa ON aNaoF aeeoeCN :coa ,;‘au :7oo :| a|:-ie:? ,|::a:3:a| ::| |ml -a|aeoF /a-.ont Cae Daoe.aoo AE iN ai oeaCe esoe aaoe iiienae ia na cae eevhs He ee ayuy BN aaoeae oF Ao) ed i:.7aaa eee oe aBaiHa aaah aa ieaa iy aes aaoeHo es Co :aeeae;neNae :vt :oo aa.vale |Be :aCna,anae :aaeco :: ae EA a man yuk a oo a.i ae a aN oe ayauMe on Bee Je.ee oe ‘aus ay ) hes Baa/Ai 7 Oe Hs Nee ve :aa|oo :: :)::Hy|/oo. .a. aaAvs sh .ase ee .ae oo. aes ae a,aa7a oe |He Nee Haat a ae aifa -aeoo oy ae Nae ae oo oo i oa -.. ae at oe ooee hoe Be vile Ace uhoe te .a Ny ce,ii,:|oe) a:aHe . ees esi|icoe 1ee.a:sh||:ioo a a:ae :.AN ._a7aauh oo aae We aOe A aOy )eece oo. asiHe ai Mt ceh a1)ne oF aiM ae ai.ae iAue oo oo | Hie oS aoe .oe ae a,we oo
.aa i.. >aa a i i CC . 1. a.oo ve a . |o :. a:) 1-oF oo ::_.|a :ve|i | 2aiPS:[ .a.:ia/ a:.a.o..|: ia..ooai |i/aa:i.aeaaaoo\a.aiaaa.a\\ 7ao : . : . : | 2 7 :. .. aa oy ae i a . a a a) a ) a i . a _. A i. . i ee ce oF i)7 .a.Hn ia ao _ooL) aong . ausa| .aoF i: a: ae i: |us oo oeoior ) .a:ooooHeoo . co oo oo : ._7 ole 7aa: oo. |3 . - . sf oe ae a _ vi “alea a. Ni . ooa ya i oi.aiaia . :ai| ie Weis a| i):aA .| a: ad oe a , es ae a i . . . oo a a a . a . a:) : ££ afyihe ;. * eS a oo oo a . _ oo a > oo a oo oo Wee — ee peas " oe Fo ae i Oo . ‘| oo a a oo. Hi ae Ay a Oo . a 8 a . 4aaaoo i|Aoh Vo oe) 7 es a a 7 ) oo ae ae . a a a _ i a ae oo a i | : a oo . . . . LC : : : , : Mi ee: ee 7o EO:. oe PE: oS a. . at aoe ce io7oooo a gh a a aioo ‘i ae — ae . oaafhak oo / 2s 2:: . BO :pas ::oe/coe: .Bae i:Bee aBaanny aoe 2feELS ee .ueoe ae we ..i a.oo oo oo _87:a: ..aaCo oF aCo oeae nhs ee aie aAe aoo 7ioee: iy. eit oe afafe: aae oems Aoo cn |.a:o .oe sg ..7 esys :eeae ee PeBESS aoo fiaeMy aoo. .cS HO oo | sae a.. :.oo oo. oo. ae He oe — . . a ee eee ae oo oe Me . ee wy : oe a oo . .— ur Mee: IEEE Se Re es ene i z aoe oe . . oo | |a,ae i, ? : ( : . : : , : ™ _ oo oo a oo ae : 8 a . a oo oo .:|a.7 sees cae 3 ; a oe 3M . (Pha ae a a a oo . ae . 4 o ut ae . >SES _eee a|afee He ve2 oe co — Ha aie oo. a «a.mi aoo ae ae a. :oo ae |a|. .,ooaaeea3:a>>. i 2 ~ 2 oo a oo a oo ieee pe oe a.Hy 4ae °8We aaos oo oo 7: ok .teaaa Mm a. My ya aoo oo .AE ye:he . oe i oo LD | |. /:a : ||oe :..a’ :oo ,uv | :: !ai ae a “3 en — ee oe . . : tara gs — AE: oo. . oe oo o a ey * Boe EEE He, ee 8 oa oe ee ees UaeoeSe: oe |. a foe a Sua a a. ae ioe : _4 oeaaa:_aa : .i .aoe.a\.oo aoe oo. So cnaoo atae | ad ag ee a Oe 7 : a a Co oe “a oo a meyers His ae | . a a S |LL — aAe ee paretes ae ne oo cia . aeeaoo _Kioe ‘i f:| ,oe::aa-,.a-en a oe Oe 2ilies 8:oyee es a‘a_a a ue 4ae . oo :a..aoe ny aeaa|ae co :ce) aee Le a— a_ .iiaie a.oo |oo | | .coFai : oe .: oo aeae:ey .oo : :Aoe .oomy ’aoe :ai ED :ee) :a.oe:7S \Eeeee :eeeeNES rl:BEES 7eeaoF _. aneoeoe aHON .a.ee iitUi.aooo aee ae oooe nhoO Bere ee.Me oe; :iroo ny isaash aa a. On i.Ps:)ne . Le a : / : - a Ve a | a a ee i co ‘) . a a a oo. a oF oo ‘ oo a ce oo co . a a a . oo oo oo a a a ‘ a oF \ a oo a a a a a : : : : / . / o . / oh a . a a . a on On a a vel a oe a a i a a a . a a ae a a uy oe . i ho y a ae a a 1) Wi oo oo ey oe 1 oo Oe a ce a oo wet ae Ma oe ae ae att se aoo. ae me oo . . VIN uh a Wa a aeHe ae NS oo uit :Hn > :bein : . /oo: .i He Lo ne Mh i. aoeNy_aea)Ne . Mi oyHaooa .oo A ie aeoeiGay.Hy a ayaa ai.ce. WN eeeaooa oo Mh. | ay:
a a i” cs oo a i 7. oo oo ] ce a No: ua aa uh HheeoySeti as Le uemh a . aah i a sae it seaeaeuyieoF ae aoo i . eea |1ave i i We : ou ia .ae on aa .. iaftvea aAsa Hee ) / a/ :ay . | oo : : 7oo: ,La : : ae | | :ee 7 : . a aieMy Rant aie:ian Beesayaye a lehyaK et Hy a oo. ayoO ae ce i oeveMe shaLo a oF .‘.Ba
a a He oe Aoe a ‘ aCe ay aieee a i i Heoon Ne a Ms He aaAoo oo aeOn a ae aaisaa a a .a oo a ae aM We a aoo a iMoe 1 ayaa\A.i oo ae a Si aaofyy a oeie ae en oy Ce ue a i aAO of as ye Ve ee. aoo ut a aM a4 Re ah al ooanoeai 7apane cel2 :oe aeAah UD . cas
co a - ' oe So a Ges es ae a Rees Heats ad Poe Ha ee oo _ ey a of ye ae a Hy oo oo a . a a ine a oo US a Wh oe hy) oo. . . oo . ; : a - a j oe na a we Le a « a ay a ey a ee oe CON oy a a a ey ne HN ay a We a a a a i ae vy ce oo ve y ee a oy a Ou a es co We oF ae ‘ ok 1 ee - a ue a ae a a re : : : | i 7 . : | | : _ . oe as ue : oe Ae a Kaa at A ane ON a ey a Ws is a i a ON ae Ho NH Hens SN ae na me a Hy AN Ry Ha sel en an ae NON ae any HOS (eee BSR pa oo Kt oo Aa as ae le iN voll oe nt — on se eS PES # EES Mage ine Le ae ses! uy Ph sh Beh tess - i . il oo oe a A ha ea oo ei ae ne . vat a H bah i Tent uur i ait (ay oo x pe He ut a a i yay - sd oo ae ta oe SUN we AG a i . . : ; . | . :
,*
a oe a ve a ae mei . Prretereae SHE: Fags ans! aa eg . oe a A ‘ik He ae aay oe ao a i es th a ptt se an Ha ha a . a an a . ye ae ae ae ie a . ih ae . oy . Ans . ae oy ee ae ae al sy %y
i SH a von oe ne eee Hy, pee ae ES DAES. a nae: : pare _ oo fo iene ‘ a Hn ee oe one ke ui . . a oo a i oe a oe / ,
Beh a a eC iay aee=5 ie ee ee eepatie a ee Oe:pee OEEmisHi2 aa HA Hal eeneee ea ae an ie Peottoe eedaaa My oe Veoo:one . : : : / ay : -ae, }oe,a|ae, :Hea ,: | | : ia es TAR a ifon oo \ neBe:miBees ie ok BsORES ; SESiea.asae es Ses | aece ae UEeeve ne a ee eeMsves "aeaAN Be .1s ‘ioyLoi 7aitaoo oo. aea ae nehe ae oeDo coa‘ AAU oo vy ) a _ a. .a aa an ae He oo igh a aiy Te: ee a eee Eh7 aroe eee a aee ceLo). itepee oe Ne . ueayae:A . canes oove ae oo : . . ' : 2 eo Feve a on ch i IEG ne ni nl an BSE EEE Se sist: paar Be) aISIS Sif Ns nee ae : Bs an Gsie ah aefy iin aae 1 AN We a Si iy fh it NN a oe ae an a a cH ce a a a a a a oo ine cH a Ms a ae a a)oe is ooae / / : :oe . | | . :en : | : : oo : oo ey a a. aa es ee Jae By ae Hos ae a Bee ae ee 7 ml sy oe ie . . oe a ik oe oo We ih a a . a . a a ] . . : ; ; : | | :
ao| éoooo ... i i0:vuLoEEA: a_ why oo . aoo a‘aoei] a.| ae aN Hoe Gea ce ofay foa a_. |.aate vi an aooaieoo ss yy ja| oo |oo : .: |oo) 7ee a ieeee asift He oe On ooasae a vin s . aoo a . .asa . z a! ie . 8Hees oF oo . oC a aaey oo ooava
Po a oo _ oo all ae _ — . a ) oo a . . : |
: - chet | | : ee OG A \ aNe aeaMy ie oe ii ia aneMs Me ae An ee ae oe a . CG ‘ ab a ae A aeeico oneeuaaaag a a Ga a veooAuea co a ae eeany oe a nae i He i osOea isoea oe i nCi oo ih aa “ane oo.A ue wa Oea ae ein oe Borg a ,ne ae aaeaeaANG alte Hote Mel iuVe oe aa itaae a a cy iVane HA aavan atl eiHe x ae i iatuh BN NlAaetGis | : : roo)ane “ : “5 r uN C oo . _aeaes iOUI LaeHenin oo aoteeeasoarAfy ii oeeea ee Lo Hye a Ha oea i} a i oa ke a Heh oe oo aNoo AM Hi er ue Hia siHN ay oo Hi aea ae tant Hta . i: |
| | ae | , an | »a |Palle | y -NGeofititaN. ae anaeaea hse KEN a oo a i ia ie Hin i oo aha eiHsWA a ot oe ye . aooAy a: sit HN Ane oF Nene a ean . oo eae i oeyNaat Pe au LN a. ;hy SiRae ae aaM a Haoe KGoo SieaOs canWA a ne aene ey aeiRee ine Ba ae oo iN 7 _ : | :
a.ih ye aisoo iane ve ;2 oo aah .aoo) aiea a.rat i aa.iae oe "ik aie_-oT aoo ae oe .a_aaoo oF _aa|Ae :a:oy | Mt : a:oC | a:.0:oo |7| age | foray aee oo. aUe a7LL Lo Lo oo aoy oo a a.oo aaNa ne aa7.aoo ai aaae aaea a.aie \oo oy aee aiony aan oa uoo ae eG ne yee aoo Ne .aaoo ey a: :aoo i:eeoe :We a| :a| |ae |i:aoe :aaea | a|a:ane }Dy ;oe | :ae -1i|aa_vat aaeee Ay aoo an ve ae._aAy ay ioe ae ue ve ae aaaao oe aoFne .ee . aaaaaaLoe oo My a,oe eh a. aoo oF i-|oe :‘el -:
r| :::.:-:a:7. ;:7i:}:a: :|:.ia:ve oooyaaaa:a aae . oo oo oe ai a.i.ooiae ae a aane aahaaa)aaaaea.Lo ia aoieuy . aioT) a| aiHe oo. a a.aaay oF it ia ce Aa asa aeeoo avs aoo aaue a .a uN oo asy» iy oo.vi ae ee aoe .aessaon afi aTe oo ui ae on aa pein : aa7Non : .aWe .. aos i:aeaoe oo ae ai aaaaaooi. ae aa ioo ot aoF:aoo 1aoeieaaoF oo aoo a Nae 0 oe aaiae . My aaoe & a-a iae oooo a We Hh aLL) Lo aeie if a .oy a i. aaae i5 ag :a.: .,a] ;:a:/el ae aea>. aie a aee Ana. aiy ee ae Ro a oo it coaN aoo aesau viaa es ee hee ie Ai He aa ‘ .she of eea ee iA ea .aaoo ooees _ay |aa aae aoo aAe ah oe na a ay an ea i, te ai aoe ar esoe TS Hat ae bee au ee a eo a a:oo ..BAU a|oo oo. . eH ne al iOe aie ny me aeeae ee aoe a. Pioo hy AN ee iea Me .aeacae aN .eh aaa renin 7a|esae : Ay ‘me : on | :aoo. ; oo a oe . oe . “ on is a oe ik a: ;ee| ih oe . Aaa si ae | oe pak oa Le oe oF oo oo a ae uh co a i Wt coh oo Bun . . le sek oo. | = | : : : 3 . : . : / : ae . co a a lo 7 a a 1 ue oe a i i a u NY _. OM ae a) i wo 1 ae a ae on co a ‘gual | | | : 3 : | : | : : _ : : . . mee i a ae a Ms A oe we oo Mh . Mh a ao a We nt aa oe iN a Se oe i a. i . A ae ae ae a oo ee ou ie an AG a i na ON ae oo i vi a igh
:a _‘ee~~ iei er i (Y
: ‘ a. oe - _ ue oo:oo ooLC phy_o:” a8 a . oo aa ..Ae i.aH oe i ae . Le ac aoe \ay . aae_oo _a4aoe : a:ai:oo 2oo ,oia: 0.a.ae :.aeoo |a:|oeoo | ,a ..:a7.3oo | : a‘0aon oo Bae oe on a.oo:oo oo .*3 E .a. oo a7co _i 1a -7oe a.aoo . i.:aiaiaoe aao ay : : :: oo /. .. Caoo. a ce ye aoo a aoo a i aaoe ae si Ayaatay i aie i i Hey ae a a AN i; ean Ah can a Av Nt Hath ak oi uM oa ik ith Dae ue Hei (ANE aan Jie Ae oe ie sett ol ab anaet rive a 10) i fase as NA ve Ah we Noa oe ae Hs aes Be a TR ae sy Maan Hea ls Hes vein al fe a AiG a pace Hi on ih a at ik Sak Mi ae ys i oe Oa ee a at ut Hie a an Voi t Heb) soy ns a A ne ae Pad
cn aae a aei aaa. ae 2a ve,.O) |a o..oe: /oo .0 a.: 4 a ie a aa aoe ooi ae oo a.a aoo ae a aa osaa aai iN . .eyia _. a Q ‘8vi a. oo au oo a. |i:aa|a|aoF : : a|oooo :aH:ia 4a:oo . oe|a me/aa.oevsa1) . a|anei.aa aeeii. oe a" veee Wh a (he a aoFi .aia. a. aaHe)aooai.ay i . iae. i7co ‘ é:
aoe i . oe : i ae oo .aa aoooo . a aa .oo oo oo _ a a. oo : oo— a : .aSoo| oo eeoeae_ i>¢aa ia oe oe| oo
ooAthieoooo . Mae oea ya. et _ _ aVon a aeme oo.i i oo ooa a eal 7 .ee oo oo oe Na oes ve oo oe a A oie si Eenoo ae an iY aiea Hilts a a ot .. iaa ace i aia7... 1s Ap . a oF
Le a ice ah . es& a~~ gine eea aoo. se _oo..a 7aoooores 77 oo a oo _ey ee : a,teat a on Lo ae oo a a 8 aaig, 7ae a.a oooo ae .oy . a oo Pon, ; HE: eae ooll DO oo i,
is) oo a. oe i a oF Wen 2 Daa cae Re rae as Nioe oe a en at oo a ee oo He oo ad aae i aohaaaooi;aooa‘ooaios |ooHKoo 1aw eea7 eeesee ae i.Pesen._ aintl.aa ine)LEM ae oo oo |. ae)::|:ma : ~a eeae@ OS oo. .Ones:oF 7“ aaaHenLo . on ae oo oo. i: a oy ao aoe| aa aaNaHines :ale 7ie :.oo |a.:a :7. |a: :|,.| :a||4Hn_a® oe aoo rae :-oe.i:yo oo :Oyoo| .:Lo«y)/|oo_:a|Sedial! ie aCo . Mes e oo any: es ee nee ueu ut- Me ca;oo
.eaa co a 7LC oFa oo : ooa oF ce Tal oo aBae ae Roi . Sy a ae 1 ae a a. 7./ auea .iae . Le | : hs , : on |:? a a oo Ms ae oo -_ oo a anit et oo, ying1co\ aoo1 Mi a .8—ooa A |. ne. aGOR oo :ay1 ne
ah es a Hh ay te Rat a sie Nee io u We a co e ie i le Ai ie ai a teh a An Nae es oe i Es Hae Ba ene i) Ne as ae ee a Mh ee a as pee oy Ha oy ae Hh oo ay a ee ist He a Hs a a 7 . | | . | : 7 ' : | | | : | : | : : 2 | | : oo ae hin a ne i Si ast pels ea as sy i. NN ol Nile ih a Hs BOE ae ao ca ee Me ae i a ih ee mi a Ka hacia a) a a Le ane . ANE uy Wet AGS Ha Wh TA eG AN Te oo ae a es ne uy ue Ah a oo hae ae oe a ive ae
8ooaeLo oo.va 7 AueHants ee oe a He & ce oo EN a 7 Hl oo vea . an a i aeaeHE | i ae a aHeneWe ceEye ci co ae aaeLocae 1ha ee Wigs a :oo / | oe : . _J re : .| :oo a co i
ae6_cee aed ae ae oe — .a& :a:a jLo rt— : ‘_:i ae |oo .4 7HE ine oe wh, iiyHes A .aoo ANG |.a.y..oobs ao i.a_3 : aoe oo iiteee oe Logs aea sea ge eeoo ne ae .oe ye La a ae aoe i oo aoeoo ae 27 ree iiaaoe8By. |_He fo oe :oe :ae_a:a|Hy 1.A&eeae.‘a.(..a.PSce .THERE .i:7beaee os le — aoo aKy aof_.:oooeaoo .JE oo es aa ee ce Q aSh, . ai..aie oe i“ue -oeairas Mus Ween PIMAE UE ng eyee Cee Ee) neal. 7.ooae Pe) ._ aavo es is.:aa . ns iaa oe 7 . cS se te eS oe a Le fy a ae . oo | yo . ; . A oe ae ae oe an oo wee Cpe A a . Do. Ta, POSE, EIEN EES a a Bee hae its eres: ie ant a aN ieee f i. | me >. oe . a a . . ie . oe Lo . HES ae eS ie f BEES oo ee oe a PEES : a a ae as we a . 8 _ oe me . ye ny oo a « Ff ia 1 ;a;i a— : yh : “5 : ]ee. ee ee7 aeee ase oe BSaoyae aaeaoevisi oe yyoo oars i|.aoo .oo. Sc oe eee Sy te fi .oo .:be LP Seen a Hy i/aa-Pe oe ie iA a ue a aoF a. aaoo aa.oo a |oe oeoo : 4 oe LC woes |oo ic a.oo 7oo oo.Ls. 0 .ia}1 BOE eS: PP es Ewe eeua.a.oo _ .oy —. a aoo io AeLee . Ses Berea ae . oF : a i.ioS a a Eee ae a co cc-ae oo| .oo on .aY co ry mi fi a va Nie ee HH eh a ae i a ae i ee ea Na ant HENS eae ne pare parte PEERY ah pesiet? Be Ss ae OOS ae IS BH Seas Ee! ae il a Ha He aon Mos: eee ae i cn a : ( | : _ ( : : : | | ) : | : ; : : 3
ae ae 4.-— ar LL aoo. aNe | ||ing ny My aoaae a oo oo. s 1oy ita: oo a og3 :ae :: :a;:nae :oe , |aoa‘.ane,oo . iE.. ae 42ne . ee :esaae i pa ..aNine .eeoo a|ih aus Ai i . oo oC oe ih ce ee:a _oe,a)|ie-| eo De .a):— oo Co ae oo oo aca ee 3| ait oe. .i. ae aeOES iNa aaa a APES oea a .ne4aoe dfA.'oF:a:a a.|a:a :ive ,::. oe ||a :. : : |Q sathoo oo a a2 Hill aea“ail a ae anee . oo i eoee o ahsieee uy ue An ve vo bieiaeeiMa ve. Vy o\ ae ay Me . a a a .
ae ai ae._ aaoo. 8oo —|Na.a fieoo. | ilaoe.oore oo .a :iy—:oo :oean:oFoo :aooa|oo | |Le | , : , : .| osi: :ke . e : - oe . oo Ma Hh 8_Hao iy ee oo oF .-. a:a co iq i a . oo oo. _ ae . ae ae fi . a |. |;aNa ee a Os a oo a oe fs _ oe i oe oo. Ae Mii ae oo Lo | or ae . i) . ‘ | : : . a i a \ a a a a co . ao ) a. oo oo 7 ae a oo a : ae a 7 ie . ae a a oo Le a oo a a oF ‘i Po _oF .So aa oMe aLe— * 2oo ; | / | :.G,: /.aco . i a reoe »— 1 a. aa. a a a a2al a oo oFoe a7 a nioS Ha oo . |oooaa a yon :: ,;|‘:.,: |.aga7oe | oaea. ae . :: : ‘| D_a a ‘ a oe cliASe ae ae2i ie . 8 i Lo.a “0 a a Ce ue ae i aayeoo oe anaa .a ai ua a aa ws 2|oe | | 7.oe eQ :aea al a .oo | :ae | |ony f |*.: oe -)oo oe id eli — oeaa oo ae ae .: -:28 -: .,Oy :; d: ._q:a::|a|2oo : | : : : : : ee ae oe a oe a is Roa . Roe: i TAG ua ot oo He a ES fe oe ey Ey Ra . a oo y i ce . oo ae ‘hay ae eg | oo 4a. Hy :a iHES |./ a.. -\Ae4.: aae, ..j;: oo aeoo a.ue.oooe on an. iN oua. " ooaaie a. os ae oo _ ia oea ooae Ge A oa es.a Ss Me aoeae oo a SS Ae ae oo . oo a . — : oo hy a oe oe A i oo a : - c, oF a. ¥ o 7 ai a lo . 7. ae oe a ae oe i 2 Mes en) _ oo . oo Sn
) oo -— i, a
ny a|ha statin oe oN ak Ne Msaa oo oe aal Heyel wile ae i ae Woe AA ih APe SYani eeae |e aoo. ans‘yh as.ch He VS ‘ oo thoF ws a a Ba ;:ne,|Ptoo :: :|aee /,ay:,As iNp ‘a : una -ie aa |.iae eeBiGes co poe oe aw non ea aa aHEN i .co Ne Nae . Ha oe . ia.aane"syavidal! ao oo oeone Seihoa sin oe, taee) i aAt iae aa awet itHan .i aHen ake ieceaihON ae se oeeh iNaea8eeHa nee Mees Pea is Hon ay GAN ..va . ee oo iN ann oo Nh ?: :2tat | ::ane : xyaae|:ane 7if: oe oo oa iy ooaaM aaoe ee oo OES Beoo Paik an oo oN ae oa i i0Be oei EAN He aaioeoe oo ieoo ee at oo asWie it oe nae
a oa a aise . ee Ht ee ee i La ue A Neh a Hi a. a oo NDA ee a ak Ha ee a i oe aes 1 ae uN a La a) ve ae aah i ee SN Ba oe e Goi) ee ae a Sa) ne ee on cn oe a as aA GE 7 i - - : : 7 ,
a ee y aco oe ai ai oo ae ae a a anaaaoe a aea a( ae ae oF a HN us ,van Beioe oo:ala ee oo a. /a: a. :ce . : :a2ae A |i : : on . : nN : : ae : aaoe a aohuaooaaiH . a“oe maaea aGe o aoFKo a atyi Le a on a oe i oo aeame
_ a o i)
oi eh net eas ee ne ee a ie — ae ee ci eal a oo aa oy eae ae Kaa Ht anh HA ao eG an) ah . Me a et Pau as es Nt a Mn on a ie ee a ee a a ae ee ne ah a oo Ae: a oo a ve ve oe aneoe.ueeya Hie ae at. as a ee A ath oe inoea oo. Haa aaNiuha sie th eeeeee. ae) a aoetse aaseoo mini iHF aeaeihHtaa =. ny Ae: aHhaoea oly Ley os oo a)a aaa Hse ue. aieih oat aatsMG a oo oe oe i oe i a Hel i Ay As as. CR _ a) co) a en sae sanexHeOe AG aeae ht a . ° i| ,::):a:_va :.. ::eee : ::oe . oll oe eal al i ay . ioe oeeeeae. oeA NG ae roeHatt aeAisa hy aeeee uh aaeeteh.Us Hie pe ae a an On a.aaoo aoo oeay) on Hiiii AN —a Han aWo ee.Le ny aeMa) Wah Ae aN mah BCG aLn ntvali A Oa «c oo a) SAO aRU a. ites ie ce Sie aN anh Ca ¢ aiay a:at am ae iii aoe ae aaE Hoa ean ase a aee ae Fae LA ESS EI oeaie AY GANG eat Hy a iMG i.ah Oa vikspunbond ce al PS |. ,: a:::a:]:anih |. |a.:.i::.aoe .ian | :He |esane |oe oo a on of oy a ee a ae oe ah oo. ae oe a, Doi iM Ha Boe: Beery oe a ANG ae . ue oe a a a oo i a aao aayhs i ne mite a i oo ani _ _ oo a ce a heh — oo te ee aH ee oo io Ma . ag ae eyae ay oe Co Ca ol) a oo : oe a ah oe i: nt i oo _ We Me Da v ae 1 uh Hoe on Ha ee ue a ae Lae ae Ge ES, Aes ee a oe i Le ae a es co : a en i a rPa wnt Ue — HEoo ne i.ooana oe eee oe ..aA. EN a a i vali oF a ee a ena aWe anyaaN a i ees we ae oe -aaae . ae fd ay 0 a i.airyco | : , : | 4 : : - , - : . :aeae0 ay a Wat Ih ae ceei) g" oo pees oeaeceJae a Ui isAooa eh saeane any: a oo. iq
ee ae oo oo. oe i a | - | ) : :
aTiiy yeah HO mh ol ne Ae _ ih ane i aoe onmi | ae oan onaoe i ania a Ae aa ae L a/aLa:/HE :| ::::a, oo - oo oo oeeyiene AShs ‘ueoolo aUs “ Co oooo a CR 7HG oFsi ame . Ne "ORR a Ht vi icae eae uh xaNaIk Le 5AM OY ileoaHate eeaeaLaoe Nh ioeeacoe ie ieHe Ses hiioe iey oo :/ :. !‘_: ,|1., ny |): a a My, oe ey ue, oo. ‘ Ae a al aa oe Hh aa ie ae ae Ae oo ne ALG ue oo ca ve ao ie ie Waa ee oo ae ae 2 ee oe eis 5 a oe . vo oo Se a ai a yr a ooae i) hhoe ae ah ce Ne oN ae a yk ue oe aeoo : Coa Goal Hn Hea i an ea aae ae wi itoy Hi Hans | ue . a BNin HKae a UR A aaueae Ih oa ORSeek EEA Se ee ee oe Lee cee Meeae de Hs HNoo. a wh iooaTaaoo Vsin . : !: JLonieal .oeoeaRaaeheait he We re oo ll i fe a ae on ae pes Mes ue ae et oo HeeooNA a AW Tinaenn si Oo aeatHal Ce ih co oo a eat ea oe a: aihn oeNea Oe ae he !Ce he fe a)Hi Van ae pes He ee ae ae eees eeBe oeNe WyooaeaaneoeHe a ae coeeMy cel Ph eh PAA) eh et OH , K Hy oaNt ia be ae aHi HA Ha ee st Het iu My oa Hal Hs Hh ee ee Co ca ey oe Wee ik A) Se etaenaHe ainnae on aa ala a Nenstoes yo ra 1GWt oooo AGvale SAY 4 ee OG a sth
2 me . oo a oo Le i _ a oo ao _ Le, ee We ye — -. set BES ae Sok oe Hone a. oo oe > silt
a:":y.a.oo a. a:‘ey on ay aeo aaioe aai Ws aa ae “ae va fiHES aeeee olee >.aed :,Be-eee :oaa 2oe -;aN ¥:oo iesa:.ae |Nee : a:oei,ane ;oo|, pepe :ek| ::3iieae .a:|aaen ae ts oe oo iuv Le aoo a.a. yews ais SO ey .| bal :uke |7oa |;Lo :Ga os |aaae _He Ie oF .ee ae gs ee co. ;ioe \iaN :ae . sy ae Pa iaae cM ai" Le co eee: ae nh aoo aTas aWe uh sy un aVA -oeoe Le aee estes oo. an He Le a. oa oo HN _:tia Lo oo AM uae A. aoe ele aa ch aae ca inl Hi iaoe A Ae ao ehseein osEs ah oe aee ih | :,aN oo ae ON see ae Mae ay oe ioo oo. iy aaa aa co UO BG . Hi 7LL :ee :a,hig '|-a::|||:|=:||“ 74\(7::q}|: :oe ||-||:|2 32|:a|:4 mh ne oo. ALae aA ae ae ay .a_aN aoo se %eG oo .sie iee aae aaeaaoo aiy :oy ae an Hae .aeo ‘— .2 :aP.'7.:oo ve oe . a co Ae ae i ae a nates oo a ca 7 i (ie Ni Le a Oe oo a:;Ne a a i ae oo oo ae We i oo 1 ee es oan i ae ee Hi a a on ae ae 4 as — a ] : : .aiAe :ee 7a|oeRe .ieakan oe ae ae hag ae .|::aieOn My Wi Ls aaoo. Na ea aaee ie aa th ste aeeoo ole oo es iy ea oe..soe ul ive lo if Anh — ;-jioo “4 ||: 'ae |:|_2| vig a :i2 aea aS cat ia.i oe Ne) 4 Oy seee eeoo Ma uh a.aia .ae Mit i aiiaaelt oo aia a Ae aHen _ ooapare ee ee aea oa eR i,::oo ; : ae oo RN oe ite am oe ea aa Bye Co ie aoo ine oo i oe A a. Neaane iN |aeee ne ‘a Ane ae aae Pa ae -aAhan \me >yhave ):_ EH ae ih nh ee ce aaca ee a.bepale oe aiaea ay ie 7ao oo aLo tebane oF oo .|in.i‘ | !\:|)‘lee :|oF :|::|:a,ied 7_||oo an sn oo ae i ee an oo ae a ae Hike a ty iy _ oo ba . a 8. a a oC We Bee: fi t a ns Oe oe a a aioo 3 i“ i} oe i He a . oe | . a oo a a a. a: : eh dont ih oe iN ( i ee a ne _ ih . La ey a a ve J ee oo ine | 7 | / 7 ' : ni) a i eo oe oe ee oe Ae Te a ee 4 oe a ey oe ' a a Ae le en A Se ee a ee a Ws ae ae a as a a oe le oa . / ; ; | : | : : : ; | a9, ey a| _|Hone aa |aa_ai.oo Ne oo ee oy .aaeeeae ee ee 4 eg say i ue _errsaBtihoea} ai| _oe aN ae ne ANoo . .aeHai ce oo aeaaa aC ooa oe— .. Neat a SGShTE MKBY . sireaeee Ey Sef . . Pah ae z ve PAN eyauae aa.., aieup oo a.aN figAR : oo ee wit va Ane ai ale ay Satiea a a ht Se He se na Lana ene oo ee enn a Ne) a a Sa a ae Wve nie oo TA, Hil et a oe a ne 8 Ny 7 Fe ie vl Ge chy ie Bis SORES Ses ee Ts ath oe va ey as a a ne ON yo :
7|:
a Hee Lea vi oe ne a, a) BR Ue M oe ee oo ee i ay rae ie a Ae Ne Soe ae on i FA a NG Hs in aay ain 1 ate ae Piney a ue LN: tna i oo ae) it hae ob EIS ee i, aR a Fue ee a0 Nea 7. . . :
ooe A ,aueLo aae | a:eeaa_ aoo aaea.8oeaoo ateoo. Loai iea— . Oe37-ie2ja a:i 7i44:28:,-a: :;|-||:1::|:, :::4 ,:| .L oe aii.on oo ue ooiea .ce‘oe ee | . senecormner ES REY ny nay) i a [ oa Niet us . ae aoe . eeSo oe_ :: : Las Ly op son ae gH CO oe Lae oa . a i oo ae oo a oo A . | | 7 | : : . | : .|Ai‘ |me‘;|orees ee | . “ ee . a a oo . 7 7 a | . a : | y:.aLK yy) i.iae oo CoN aLL ioe oe .a:Be ee ia oo oo on ie oo _;fel ae a.SEEN a|:4a Co -A ;i:)ay |oo :_. .i.ak ak oo aco ia aioo aa oe oo Co a|aoe ioo One a. aepiers ie Se aag ay |,:ay |:4|:.a:Rn oo aa ees a— oo ea Ne sete a Re SSHESS B EAP OEE a:|| .:a ae :,, ay oo i=aaedNs — ae HESS pore 7ae oo ee |ae :.co oK — _Lo |a:.oe ao a.a.oN A ee eee a8ne a,,os ae ame és aa oe aae es a:aAG iaaen oo aol aBh oo _erees ve a4— -:aae Q :4,,;oo | ,|f| AO EEN v a i i) on | oe oo : | q / :ae|?|7:Col |,7:A :ae a a my es eer in: oo a el oo ;a |.iDe aoo — oo ae ae 7 oa . & ee mee ms ey a . oo oC . i AN ‘.:soy oe ¢a a oe a ee oe etn en a a ae ae a oe oe a a 7 | ‘ } | ; GSE a~~. ;'ag) a) Ne ie oe iy oe eae ip oe i ae an a | wy i " : ) iE Rees ey ay A CARN MI ae sa — as | , a Aa . Le Wp | ey ee ae oe ue i . |. . 1 a j : : ,iN|::a|oo/aGaooane ,eeca laa — ; oo. eee oa oe vey a i Lae — oe . ae ne — oo . eg : ae i. ae Bees ae a a Lo. a . a ,,ia:a ,a‘|yee, 'BOs . : : : _ al an ave a oo LN? f oe i ie. one il _ a i. a ah ol , : g = _ oo i I oo ee ae as (aus ve a a ts : : : oo . a oo aa la va vit oo ee ae Ly a oe aM a a a 3) y _ | a oo ae oe . a oak La fy ae oe | a oe a Le He | \ te : y : a . : oo | i | oo a ay ue Me uk Co ae i ie ee | a He oo _ By, poh oo i . a . PaaS ae A et oN A . shee a if Le oe a oF ns 7 oe _ rae wost Lene . — a@ ne ee oe ae ae a i ae ae _ | Me es SS ia Hrs a i oe 7::Lens —2:Lo oo ay Ht a ai a ae oo De we ne se a. PR if ! i lt oe ey oo ey As a i. es ey Gn ae a oo. oo e i i, oo Ay oo Ree a a ‘ a a : 7 _ : : 7 LO Pay a iS .2ea s ite Nas — a oo. aay eo) an es Ui de _ . Soi eee: _ te a . i / : :Ms :ne ,:— eLa. ::ioe /ae : : . . ve ‘e aly a — Lae al oe a .. ‘ a ie ae ih ./.'i:jAe .:aiAe i:.|od a ve a oo oe ss i 4 | 7 a oe | oo / a : hon oy .;‘aa ay oy y ee oo a a ee oe oo oe a ae ie es . : : : : a7) aae oo ae io aes Wa ea xf vk itoa .CF My aae ae a7 He oo oo Het ae ie ae ae oe ioy ce _oe aa7We oo j:ee he au a|etLo o Lo a . ( — Ce oy a _ . : Lo a:oF oe co co ae oe a. oo 7J.a.2 ioo :oo ::ce |ie : be ae a1s ile aiea oe aa on ae ee Le aoe 7. sae Ny _> -ioe a:_ an % 7 ae 3 hei a . ae i a,a2aaaae ane a on a oe a Le ae Me | fo : : : a | 2.ASG :Ue _ ol a i a Ve 7 to a. : a : a cn ie ay Le _ a oe) ih ae i. a . . 1 oe Lo a a oo 0) a My ae on . 7 | . : : a:Ce— aet:.aeaae ::ioeaeos[.‘aireco...aaaaieenl._iey.aleaoo ag nal oo J:oe a1G :| .a;:.. aai||aeeea:aa:oeaae.,oS L Woks a. -a.oo oe i. a:oo7ae.fat.ye7H7.:a.ooa)aaaea:.oo a.7aia|oO :i:.:.|oo|.Ve | :aoe '. a= :iBh) :ie oo 7aa (oe |. co oy aoN in aa )a.a a.ue 2i .|.a ‘oe aaa/oo x. ..a: ua ; a | aaoo .a 1.ve .oe oo. Do Ss ce me Hie a Te hh oe es Ne an en hie oe ae AN oo a ay ae: oa oo a, ay ae i oe a eri ) ae inl - nie rae De Soni ae Gees feats galhe laa ij oe A an so ane UA a i a vee a
, : ; | 7 : : | | : : ae . na es Mt a oa a a . us ae ih . a ae ae ‘ a Sa a a One ee Wk ae ae 2 i ° ; Lye is [iii a . My
yoF ||. 4ai“ :‘ aaoa» a.: : "@ : =o
ae ve a OR a oe ' i a) a i a oo Hae oe Hat ee ae i a au oo a Sth oo na Oe a ane oo i MD oo Nes: pes tae EEE cee ed a a) . : 4
: : : -| ii Jc |;|— i| :| -:. 7:. ::oo.a aTs | 7) : he a an aiee Byeat cyies 7 oe Los a)i Lo oo. a ae ae te © ae oias|esog on4isioe iay Le oe ye i)2th irscy0i itoe Ca oecaco aeoo a al — a Ay) aa ae oeiee aay Ae aco oo ey La Se oo aeit oo ioeoo a. ey a om a ey a oi)a ne a oo Ne ae oo . oDa aANG a. aaN a a aa de oe a ae co anh ue ] :a }in oe: .oe:3a :ay.:Aaoo. . y a oF _. u oo a oo oo ve ah oo a ae a ve My oe oe a ae aN Go ae a a nn ieae a ia oe a|on-iaaGC .Ce onMaAy Ne Ae . Co eyah a ao aeoe a aa Hon ae yOoy }GON oe aa co ce ee i on , ce : ue a 1a OsAes aAHy aAo1 Su i eyae ai | a ae Ne Hy i a it Ta ua De He We oN oe iy a . aN Con oo) »y ne My ee
a a ieaaoo . i .oF a aoe
: of uu ae_ofMy by .acM eece aeJe".sn aeNe ayNia aoe a,os oe | a. ee Fe Os : Aene aioe oe aDaoeaae aaeon a / aoe) oo
eee 4,:-ja ; ’ arae : : : Se cli eee ea | |. . Ce sia ins in seins seus trees SOE ge ee EG iano a seecpenpenegqeee aae aaeSSS inahaesabesenorhisuinesi 2ee eames :ae PUR on REEDS PLE Ene lap ee soning armniie satin nine |WN) io \aeMY :JOE | Er eer aCe Degoles cr eRe : :SPE See es ce | Lae ne | ee eens aeane HOLE ERM Csr PS ihDSA iment aan aa EYEE IOLA Ere dE VE aS2a roca ve MUraapene : eee DO EE Bern ere anette neeEe ee Rn PURI OMe PE eetehe CEO aisareonniaaenunnalNNan ee HUE ee :ett HULe SEES Ra Ea eee : eee ee eee eee uae So .eden Ce —,. EOeee ccf ee ee eee ee ee ee aie eynear eg toy we Ie SUT Ton rage” 2 Absee renee ...Ce .oe Lea. ee co eee co pene opener nae peeaerece Sa eae ESOP EIS tuple hear hi OBL Bee eee 2 eee eececoes coe aniabeaten ne“Pps aera bceHos ree ee oR shee PAGS EE SEfs eeSLE ne pt SORE prensa Sn LopEN caeeOe reeae |.
PI oesSS: fe ESTA SES ESL Hieee ecg baneAEROS ni gepten ee| ceca ee eeeecece oe Eee EEL ee EgeGhai regen hee eee eee ere ng LeeREBUT SS sh 8 i ES ae es: SP a id ne Calaool Benae ESS ar eg TEESE hs poeites ce eer ae po ee ee ..llr ae ULE See cet ee ESSERE ee eee eeSes See SEEPS Fee ge eatcanowiuar wobetabind pegEES Hanes SEEEE Peprrcupeeeit secPeeie ea ere ee 4eee ae ge ene oPEE Re ei eee CACTI ESSeeBee arenyaad encesnea SORES DOG ORES RC ActeSee ce cet ee ee eeeae aa Hida hati BES: a.m
ee ee ey eee eee eee eee BENGE EAS EN ee ne eer ee ee eee ye Ne i. ee ee eee eee ee eee eee eee Soha ofall mune tie iaieie EAR oon |g See eee ee es UE a WIE Sgypeces ESTA ETE ESET nage Pgh bb San Sh a :PORES Dede StHunde :Q OSG ES oe 1) hes Bee a. ... DesESEASESeS : sae Ra RECERCAT STRSTOa Sree ACS uneisRO : SLAYERS Ee 5Seo Pe BRERA neh Se Be yeseee Eg ee ae oe ee ESN ae ES aoD AG ee 2Siena: Ber he ee ee PEGS) Boe cone RE ets Re ere EBUSE renee eeeeesgaan rePaaeersrs—”.C—=
Fe I ee ee eee eee joules tid Panes ee LSE agg eiesss ee : OS Ed Bee a. ep ll
oe:SrPDC ALDSenger ees eeeUe eee Cope ca eet : JEPSL REPee d este fend Scns DUSee Puno SPs a SOREL RRS BSUS BS i oe ee Beer ee aees eReEU ORE reeeens RICE ee as RIC eer ee eae gerra Fee tiesa eet eee ere ee!adic Bshas eM eeee i eo a edeee HOLES Ee SE Pieces aereeet ere ree eeeeee SMA DE Ss PUREE IS aHWS aepay ye oe ghee SECON UN ee Has oll ee ae nea BnarS upemenrere ee es ene EE aPie oeiF acee SS ide Veet 2 esoeEe enter eereap 2.ee a SEES aoeeeee eee SAP MESES ES guageTeeists eS ee i Hii pifhte erie iit ttre aPaces hresRarepemnceNCDRy CAs heh{pH hte anni Pe SLSSSR ces ee ‘ eG [EARS acre eee aie ee re eeeee eeEbene Ae | ec BrTE epgrtee recreates Cee eAge ee SERS eell oo. oe
ee a ee te oc feeee ee SOQ oeoe ae ee|,Ce, oo _4 .ow otee yeinen wwite Oth « Fe a ai.ee Cee neces eee Looo Dose fk oe oe Bi ae Lea TE idinaan ene aa itynan: Tl ee kee 2ee oa —Bee — sirene oo oC fee eea0 ooeeoe5.SAIN Lr ee ee 442 8scoeseeoe =... — llLULL a. UIQ os Se fee, eee Gecerturee eretnreerEnent SEE a PMR ct ns SEA Peconic tamer emt ES ae Ee at Gina aia ae els eee FO i , fo . oo. _ oo
eae ea MME ec GL ESE Sahn een Lae Se EL PUREE SSeS) be oe! heinoh ae : JIS on eM acfret ay rh ih em aaeenee ae >ING. ' _- oo: Ce |1ieee eee eee SEseer OS Aeee ee con SEE Se Sheose : Hahei Pipi Panacea siete tegen ud ees aee a see oe peti eeRES eee reeMINS SEEnSRG SO gfe BeiiyilaRania EE SBE SSalinSee OAeeatat Nettie Sci Seema aeaOC fe ee ol rrr
oo EE ilee oiiwt BSSge ee Seeger eeeBeer rere tReet a eeee eee ee . (EES PEEes ea RS a —Aesuyeray oe ey poe ‘icieras i alt eee ee tr SES eaeggeee eeES ESEnSS Ogpeau Cea eeeaeseaeoe)oo
-||) Tens |ieee fw eee OO2s gga @ tie ina ee eeBetter | igesape ener reter CHATS IPCe feaoeeswe) Pere 2 eeoeace ane Bn TERE EIN) ee a My ae ete — eo rat a a— eee SaittyAtaporrmenTe ate eae ge as Se ec eee had NNeet eteaerate attcebinccts ts Se | ene eames i i| Ce eT alEas Y Moc .. eee 2s . Aaa>i .| eee on Ea” eee ete eee eee Bee ed tee ak Ng ie FD a a eee — ee oF 6, Vices og ipcaUnliepe ane Wooo oe speeder recency Un eeEcEE ere aeene arate OD ES P| a secre Heh Be PE eas! Eamets DOO MA SS Nie oo a Cc. 7 —— ee a oo eres Frearc areR eeraad erg rE EE Sea near ere ee PAS AIM ie gS Hee ES ase eeeetilenmren teeee EEGenerated i Sci ee |eee eeI ee ee oetaped feSESE ee aE aes Eee eeieadaniinen aeer enan ae ESS ES ESS io eh Bg eee Rs oe EE Cue reer aEESLi nee : SELES Sere rice . Par 7SerSEES Soli EhRnHy ESE aettlac eee ELE aCNG ere FE|aae aii ME ile ol ae PL eattece eaeGi areepeer) eee ceria CSU ag PARED ISEEREADccarecenttes INE : BEE : EERIECoE EISE Ee per WIEeerie d wn Sy SE amce SAE Thos EP kareena SEES EBS Digits ice ShrarUR uMINSS Seer peeeeeestes ee iy)ae et —_ ff. i, cana Se a My OL EIISEI Pe trol Pree Ea ee ee eee ee oo pes ye | ieee C 2. a eo Aw eeieee ia) es 1 Cig ami: al aii, ORRIN? GROCER eeResaERS SEECREY? PEERS en sane ee c T ELE PEP Da erp eg :aGe. |WO Geeta reese shasta nea Fe ae NE A ee ee ee a AG i iN NAR NO niie ie a | as ¢ _ ead clined ay eeSUaSSHeae OeSSpe ee perereee neOE: Eo HER ee— i i ees ohaan SEA zi| CSS OUI EEEdd. SU iatie Rs ze SEA+ HEP CEUa MSta IS EEE E Sfutreentt SOLON IR a a aEss aa Pe elBa oe »oaT.
ee my ie ee 7) ae ee i ext ee a dimes foo oe . ££... ae a ~ oceans SAE hie I Benreere a a Ea retire onde GeeereeRecep eeeterratgehT Pereerdeddiic te SEER: fe bigiiuttuurarmetiaa haetta |iSeeman iG eibeinen Oe aanih nanny Ferree Mareen erpete oo AS ese Enns PEE SSS aiSeige SS ae:ga Q 8eee oe ilee) |. we ee Tyeeee ae tio -
TAR : =! Poefhbtg SpeeEELS Rereceeee i Seer Tee re REUSE OME ECR CE gill 22 PUmURREecse EER.mene | || atest fiero bee cei nee ees EEE SN I Oa aaa?Pit! CELT abeerSERS EDT a.Re oo Sai aiCEng lie aa Bene tet fey” eatin: SE See TREC ggee fle SESE EES SPEAR EIS spittin Pid Palntelle HANS Rp SEEM UUCRE SE veep a SP HEPAT ES Prerciamagiiaiedimmaiies BEM oe ag ee SS 1ANIA see iManlle eo:fiieleee poe ee ener eeeedepll SUPE PEAR hbelt iho: : eee eee ere : Trent Moeeies OSE PE ae Sie Roe |ener | et D, Gees Berea NG ona ae ene Baseee ai: Na IM eal Aig SUNLESS i SMe PEEL TES Dh : AULD CEP? oe HPene OELEE DEG LES Er wigs LES. MHL! ied fede BeDES i a a ee 4 or otOEciese aee:woe on” ——— inl eal liga SecsaEuee eeieeees «|ASRS |Enc seuirerpenmenmire: eg parce RRR SRE JE DEUS cree
ee eT ee ee Je Ea CE Ey al? ee —
=eeeetre Petit ete AD eeSSC Ne Le Oeeee ey Iuaaae ee i sneer ke ee mee Cem, se. 8ee— oo sees eae ee eee ESE attEeatRne ee aiEel 4DrBe Be Bee Ol eae oi SS ay ON ieT anil eee yee _ll elae |2a eerPe Par ceasty gt eree eReeee Gain te CRC EER Ee RteETE ete sue ae nC i Sets hee ON ls a aole POC a ait =| | ee erernc rym 1A SEE oeegESE BSS See A:iy228 ee|NIRS Ce ee 1) Sees ceeeeeeseee ter | aerrenerrene © apres pie nitieen eerie eae at gn Shed eee etdee oesPM fe se SP eeEE ane NT ES EGee iat iy areee : ee-PC
4oo a ae asee ooaatFi —asailings reece eeeees Occ eseeee eer ene Se US USEEIS ST Epa ECeaisSree ne Oe RES ae Pre,ppekchs Ronn sEitbeettt ROCRUEL MMI SSRs APSeer nh Mit ih anig io ae ce aera ilievr i wiabaedie dit7aig lie Bsreee(eer | | SeREHSIAG Bou ge ie SIA eS ggg fs AS sf *rresees SLEEPS H EY Enis SMR -_ ext Gene — «me eeneh E Wr hes CEE EAE Soe ee ee gill JENS ene | eee eenite scatae pees see aigpovions EE Oe Me: | il’. oe ee ee eo ee ae aeee Be Sa ee ae ih is lllfog initaiid SF eee ee arene tetera Ny Oe AES EEcae aoea |
_ ier restates eee COT £0 a- ee aeiter 2. bac es i:ettiuae 2 iae) le ae eeoeeee ee Ber cheater cE geteEste a i.Fert ae eeepanera | Fok. eerere ee eea
Lo cestdenacn medemint ATCheelewvoCt Yet aver
Deeg Ueerere erat cpu eres CemeniemruRcnieees | Eames HE EEE To mihi EPRI MES HUMES teh dt Hardens doen ees “PPT Pe ESPNS SESS CHEE neil alae EE |G POE Bea) eek, RMD RES cco: PERSE Erinn eee oe
o_ aLA eeP, ee citliie EyAease eenre ae‘gill ee ||EEE See acres” SESeee Ss OSS perieat: Seiecctecet esIN oleMI ea eee — at| esoLat Aa“edi 6 oth BEE all gi EnSilica Remapene ne rnee Rcapan eC ea OEE AS MEIN SSE oP STpera 2 tee ily wer {as4K a etait ee nin asa a oe Eeaea Sere ua ae Ttee eae cee ees |oo| eames EEE Sae8oo eae SERRE ae eee ee er EEE yaHeHUAIRESORCeCMEREEEE” Pee AWSS ithe a gang rt,GN %TEEPE st. oe aa WM ooo Fron e chen wotinek eteee cs EE DE OE Ge es2eeee ncn pee Gee NE age| ih I: Eea Uaioe’ eaeills a a aith a deca ee ee) ee ae ullalae gata ee
aegeSE ee etee ee nee eetMEadA Ae Nie ‘is (e747 Or a Gee | “eta eve? he -« ee .. ee as Re et eaemeena Ree ee eae EN Mi al Ny: ES oo
|eae ae nea ees ee Pril ee eeeGc eae eeeNa ered Bee ripen eee i caer owes elag tie ohne MOE DS ae P| Giipeeeemeermenaaesers Ceenoe g oe Tay) 8 oes soaee aIeee 2 wi an atliia| eer Eagle ce eta atte 2 ihanes iri Phi Tyee fetes EP Eats : fee Coerernnee : see#Rig Sarees are rae BES: EES geMIE Hal aiil:ail SEES ee o rae irsretegr |||oe: aeemeetecseess | aePEA SRL setts :a: p pe Digby lett : ae SAME AESntHosts } iiaceuuFe a pectin 4aaa
Dee eet)Iieee) NDTee a Mae iy: HaltaD 2 ee ee Bee| ey RT a8 upemeeiege : ee = Gee Eee EN ee| eeoo ieeka) oeaeoh Ed at alicaall epeecingilt eee 2ha cigs ae: _ee —_— — oo
% i| EE ysLacan 4 oe1 Orel. a FS . oer a aeiciCoM Bh PSEA SiHecPily aa Une ght Ri: AAP vince FOE fendiid Ere PWOeEe ie : areieeet y pees ‘ ee ee ¢€ a A RE: ee a A Ua Ser 3rAed aesaee.oe sagged eat ANG Na Get ne HEP aS ETS Sc TALL SuenCoie ge AICS ey Se LEEA2Don PHEISUUEEnD Sebo Pag LESS hing Senshi Es Shaves Wavnisiiis gt NY
— eeeHOEEEE URES Piet eee eeeete eerecente CE ‘Seer fs aemaeeEREEM 82 lie ChE ea gg amieeg oISeabee RINSE ad Sh AONE cgi Pou Dg DAS aay Pereeuereeee |3 a LEA risee Sereerines eee sete eee Beeeee teane SO aagg oT aeoe os MiSeow Rseie a eee BE iat es ue a Ee Ne ehcrn Pano HOSEL CELL 22 | sendin ss! oenis ARP pte founEee eal ORS eee ie fend ns Eien Roc | BSE SES Bee eeeSaar Seba | vats aenRTI PRES EE Se eee Reece
|:a HEY ee eePepeecee ee SCPE een DOU UES OS ye mmunaeee oblige paar et ee | Saeeranae Pipe ies fv Ves bits eeomareeey Serie (af a | Sener EE OLRURSOEDIESCE ISTE DEC Urea a SEL Diag nies Spee aks a rene eorie Pais BEDI EERE EERE AEEEDS SERIE i Mies Sal" a ont 22 get tng ME a eet es LE ig Pesica te By aa DAUD Ss flere fat 7 i | caesar | arene CERAM Ee RESTA oi POE fon Uae rater areeaens 7 Dees coed ae
.. Coola YO Smee I /. i
Tec eeeEe Guar rere aegis SEDER Rar ERATE EHteeter CatTeeh peat; CO Migy RE A Wes i ane : eso fyesici pe UERLeSR RSS |) °° otoo |aliWher Renae Eg: Dek EINE DHEA PED an BEY ghee Sieet SST ERs feoke Rare Reerenrat rents vert tetarre meec SrRepereeaTCNGe® | etLEE sareaate ay SEER Sie” eR RR ROERCSCE | PERS os oes : SEM Son : SATS PSS Pasi aud Usie iP ie etree SOE D Seen CERES, 0| _COOH osaePUSRIIEE ee eee reece ras trator Repent | seat aaeaupee cee’ gee , eee eee foe mus ve oeae Deis 7 oe | EPI Wy eisI hyPerera tu tar eee cen : SSeS Loe aa
| ee eee ae 4, ee ee 1 Nee ee tases er . ee Ga fo eee a
||_eee ee : oF ee) eee | Ree ever dea I 2 EUSie? S S ge Me : Peteeraaies ie a eal fuel SEE ERPS Ce |mESTRRLEEE A fe gbeeee rareaa a oeoe a cd moe Fe P|) ter eeERY dar CHL ee auur paame eeeaRieee esnes eeSip eee | oe 7 oe ee Wan gh eee Fe AeNic Ge ig EN Mesererenen FE: AT ep is. Pe igs ee TES EE ee SLES ERA ae ae CBRL PE EE Gs: VineeESS eR cag eaEceeeaee TERRE ORAS ee abePeons MIMI So Fa | eccaas weeeee wemeee asf, i— | giemeeeatanearesai atesPReN MS : SUSE t eemeaeet eeeBaiusiso, eee see pAidee Moeeg gf |Soo es Lal cr | Gk eee eenemeterrata eg cee os Pe 3 a || | oe ELE H BEES NEST! pela Pot ininic py! eet SHEL USES amie Ascaa Be) ae | Se ee iia: 2 2 a SS MEE oe Dv ae ih SEEDS Pg Cee MMMM ete Bo Pt ae RADE ORIG TS sks . Bisuritdanggg tor oP Pipi VEER Be Wiis
Fos eee eeefo eeeDe pease a Es pen eerSDSS | ee a oe PSEA Le ee Co fe 7 - cee Die poe: oe ;OO eres SEES fea OR an ee tas vor mera! SEUSSens eh SEE fe a |4:ae ofES oeUe eee allperce Wail Penne eat wan gE feaSoe SEBS St JEN SLESGS € : Iese Peeagg: eae seen Ay.so ° wy Dei bids cage: Redigi a PemceRerahs re fee ee ageae (HTSEGE GEEE DE ISEEER HH raid! codENE ent i.Bea .% 8PIoF |2ee ae” al Deer se) avou 1oe NE qi ER itde -prs PELE UMISBGgS Do teas Se iE o :(ft: Lok. ne eg of Jee Sey Mla SeSSS a eeOC eeiiiciiuthll eeeaere (ee ee ey giligesc Meeneeernitess! Sonsoese Mia UAE a |ieeea !py LL ee 2. oe oe Yi A HAP SEG lg Mg Mi ia Bees |e Geren ee Pere ET ao eee PIEEEESES Seana cern un veceey ee eee a eee We eg Eiit AP gh St Se ipeheducbadtie fs GE lag 5 hes gig nia SEPP HMM 2S Penne itt eee § Foe, Reema eRReeEnee EERE ET ad i | oy | Ww | i ..eee 7| ee|. iL Loge ono ia lig ‘siipainiguill SRST eeBER eeeRS iy : Rae Deen |e EEE MaSR TM 2228SoS ol : queMice: CASEY OSS be pte pa ty See Seana) eaeSM he Olid eS MAEer ocr eee UR DLE EoBree UU oy Seer hh NC ee| o.ceee ee oe Ba Wgec es compe cancumeeescet., | ees, SO iiacaianatl Sg(0eee -
|oe0)| PAC ee Ferrie Seo ire oeSE ee Rene oo. foSieSEs MMS get egREAR oerelasTCH RES EeSeLS Mig ge: iths:sa, amen emma eiPRR cocRao ieee oe pe rare he De Ce reee tirnepe renee ree hetoN | MM Menacre a, OL a: ESS i ghSRE ocdSEE EPS Ah Mpgfoe en ekHe, sueeeet I ReSSrure ESTES SECEDE EEE TEE ar ee ee ra cs) we ee i worse sienNica SatanaRE ds) NiipyasPetipa Soong ABiers ng agnear wi SETS EUR Renee Reet e oo ae eeaaa ie 4" foe, 8Ne: CaiDeTa ca ace kota ae nonpemrnerae mana Oe ae as oe owe acai : eaneUne:$se rome a . a i. | ay |eeAo ee a ils a 4 5 _ a bad :a — aia mye | a Hay a ESE falas 7. 1 a 2 Ds We a aa a 0 De ies hs. 1 | ace die | Ene ce a ' sce = a 4 apd my oa _ce — a a oe i a No a oe 7 am yane oe ati os 1 *oolh)*\. HE ee res Ee a a | a Ue y : 8 . esac’ = ae aS ny ; a if VEL EEE i ee anmeeti | 2 oe e e “ ce a mt a iaes ES ne if asisi An a oe oye a8ie oe we :ae: ceae aera 7|. a “d on :aae sone atu 1nia one wie a HEE Oe re beaies a ie at i.Les eo Be Hoes bs on iHe 0 fil aaeieesoeAit A Die ueaua at ol ve 4 Le ‘ve a PLe48SIE: Reais eelaeoe Mt. ee BaoeaeSANG i a le eon aNa ie aaaA i a Ae ae ae a seaya yuycea || ih ooi aVee aNetNe HeihNees 4 oo a iaad = 8 ae ie BES Hee Hea Ee sa a oo : en co iy Ss sole ee ae ee ane in ca ae UG uy a a ol st a a i: a a fou On ‘ WN Ne a a | ak ao BE
er Real SEE errr Es ee a i yo oe so ae i oe a i sa ee Bee He ae : a ag aN He ie Stee Me? io a | ae buy aea3acc BEE ae oe — ea ae one oo oe Bei.we to 2 es SUS ra OO Bh nS—" Re:of—eha :apay al _i i4ve By) i ea ae ae Sets KoHe (apofoe3
cogs a )
eee bi of ate le a°ent) epnnian ee Be -eka as 4an eae :“ay y gee oeve alon ool ny baa Baa cn peta 2 aHsueea rmy MOBS ee atiapaees’ ,MG VHye “ay ee avant .3Bar cat lae
CCM niin ie OO ae : IS Ee Dp Ue Us Oe a a a ee a |... = eeel, eeaee. 4 OP EET re eo eg ed ns a ae es °°. |. .——D Ce mena ee ee eee eee a. ii |. ...: ee ee a ae a i rs—~—~*t—“‘OWSCSCOC |... a oF ee Le aunt ae a ce . . . . | eee |. CLC 7 ee hence PA |. #31} |. ue Me LL eee ee ee BOO ae a| Ri Miu at Cia Oe a ee es Bee eu eee on aan enna es SOS Aa BON Me UN ON ee Ree Nae Be Oa ee a Bt) aes ee | eer rrr ee 2. CC oe a _ 8 ee SC Es tt = See ———C““E oo eeee #.ii ee Thm, eee | eee a. 0 ewe Ce aa Ue EMMIS EoEe 7 eeeLo oooe DN iees te— ee ees-...lrrt~—“ BC mes oy Ra eeeC@SCOW eee eae a ee Ce eee Ces a—. MUNG ee eee eye PUSEESS a eo ay y i 7 _. a a ge sist oo. a. . a SSM I cee Cee cee ee EO NO oe ee cree WG) ee..toa aeee eee en ein ae eeUR ee es neoF OO rrreeLe ec | a : | ee 8 | a i LLU Li ole oo. oe DSL UMBRIA UGE ds eeee ee an OO aa ayo nlings ean asea eea... ee ec neOcc eefF ee —— ll Ce ae a oe oe 2 Prapeeeepeseie ||) memmenen Ca A as Te er LO ae 2a Oe OS re Le RC RM al eee ca Co Re) Siac aErm 2... aeeDeee co ee ~~ oo oo af lc ee a ee ee | ee i :: AEN Be 4ee “oe OT miei laRete ee oun ee oe aPe ee aaCen ee Co ee ee Hae ke co a| eer [GEeee .Saeee hiSS IN eee ete ce es ee att aeases is Ve -meCo ae sae Y ea eeGe aOC pee) Seo SS eee Rear once Se Ce. LS aie a. SIU eae Rd een oe Hee eae ae (eee i Whig 2 ees ne ee i ee Ce OeUa ae oe a ee OU Tv SM ae Ee iia Nie EES aliialiggeh te a ee an TURE Oe eee a ee Ae ie EN Us pee a a ae Aa ee ee ee AAT CMM Soi ee i: a ee ae PEs ets! oe eg A os oe Ug ee A a DQUie EES : . ee (co ve ae Q | a eee tf a i. oo a oo a poet _aaaoo oo— oo SO os Co pein iece wil yee ooSe os aea ooSe . an of eeAMM es ae ae ae aae 0as EO ORG 0aYgsee ee ee :eeeeeee EMM ie Oe ae OU esNOG aeee Oe ee ae eae AE Re 7a. fo as .ear ee ale eePow Se ae oe of SeAO PU Sa aeia :EASE SEEMS? co Toe eeLO Vy ee olaeaoe VON gee oe aN ee Un ee aaeee os Pile Be : a Se a lL OU eee Le ae is ng ee ees UM Ve ee ee es ee ee EEE USE Oy ee I ear ANE DE ad Be ofeiadls | Na as oe ee NOE Te io ea Cn i ae Cs Oe eee ee ee oo a. oo a ee oo i. He a a ee ee ae eC ee a oe , |. os ae ee NO oe Oe a eae ee a CO a Ce ee ae a. a ee is OU RONOPT a N ee ee CO Os eee LLL LU ee ee VO Os ee Ce : ee a oe BY, ee BANA) of aR asa 7eee aee on Vee aEe aeeee acipers ct ce ae eseee oo 2ae ae eee TRO ee eeWe fe ae eeee ey ee | ee Se le al OU eee Ny Oe les Co oe eae Oe ee eee ON a Mb econ aes WO oe eg aeaneeey oe oe Ne . Wo ae eee ee Pee ee A op oe ee a oe eeandy ee go oe ea eeWSs eeLage Ces LC EG Wg esUC Oeeeee as oe eeoo Ce eee i| i | | _Rd esoe aaCeTt .lLlUCUC.DUr™rt~t~—“—OO— hl — |:UE SMI)aEE|| SAO he i elOe OURS ee eeee yeeee 8.pea Roeee ee So ees eeerr epee ena ee MG URes Ne CR nO aa... a|Cs ale pace 2 ee CO a a as es Bee es aM ya at Pee aa | Oe |. Oe eee 8 ee ee rt as VG Tes oo le te ee mee es oF As cg IN ee pe Ce a ee I tSSRN f 7 | ee a ee CV i ee eee 0 Co ee eA Ge ey Pk CoG Aree cee aeaaeICO eeI oe Gee HNL ea.lLlLlrl ee eeMiia. NE ese ee Be ee Ne ay Sy ee CRE OR ee eae Tee ON Pemee eae NN Ge eeaa CT ee TA aee eeea oe Gees Secee as: eoUe ee aa :fen ES Oe oO. i Ua ae oe i es ee eee ee ee a es ee | 7, ee UE OMe ie hl a Ee Co ee oe EM OO ae 0? gaa Vega) eae I a a ee I ine Le a | |. A es ee eee OO Ie EG an LU cme cien tee ee a reer erm ee icnmc ee ee ae eames COMI SE ae LE ee Ce A ay A ane: oe es IRS EG Goce as A UM a s o8 Oe en ee eeesee Oe Re ee8eee .BB POBeeeesiPRG oeicece ee-— INLSaeae ooia.ay — 7| eyeaTe ee eee ee eee eeco Bea MS aa ee UN | Sanaa CEM reee Oe eeaS) ae aea Ce l,l aa
apes none TR TTLra2oa BPE tre Ra aena ea Pece ERE Cece eee anegs Breer? C2 aese eee Be ay aaa=pet = —r—”——CTEC Li hl Sarnia sy aiene meToEeTe earEmTnE RTT TOTE Nere diloe as ees a =eeiia oR BEEE Sore 2 LURES EES ea Lee SIS ail 2 Be | ....D,Lrr”,rt~t*«~ian inhal OU Wiciliiginuiin eer eee osSES Brae 2 Oi con
ese ae oe 1 Fe AO ee eee eee eee oe OD ey
ele yintsOe ae eo es Cy _ OO eT ee oi faethe aneses ES Wren, ang Ws
a ee ee ei i a. ONC ims Rierer eee Renee tetera eer mabe { set feieOe EN Cueto niin csuign aN ES psn esi 4ttre BE, Rrmniagh wae. baalLs eens Wimpy eeSiRear rae Bala ione 9cian ie NM a. beck Sneei oe Sod cee |«D pu, OM Mh SE nih agshox as ES pipes ty,Sul iee pe ema mil al Te a linilnniCt ane Pr anie,E711 |S: OORE Th,JH peedUSM Bee foeLID re crepe renee printed, ieu aan
|USL Marg aRsoNE semehe,LENO CU an es reERE eeeeees eres aged REIN nee a RUUDSEE PRE Aehelas cage eg SL 2 es PESPe SECee er Veen ee RS Sceeeee A ae einsSovthaad fe ‘ . EEE Dae cela EEE Sees DE eSoN eee reBEE aero eee IEa RD OEMs ane neSONEED SECRET oseSRR aes AN gd, es eeyoo ee |patent eee eeeEe: ee inteaPy SyUNEECS REISSUE Bas CSE Eo SEER CPE TBH UE (SES BSS: ESI Skis nh ADO Ani gin Seas" EE Din itis Ne Eee OI MNE Pe Ba Pe Borsiisl: etd it a & Ot lt yk Bla ueshs Space neering Creer ate COLE TEL dL Ee SicE EE Se esoee espe ae ESREOCR ERC ESC HUT O SS SEE San Le CON Pi nl odd eae EE Re Hpobh a PASI ECD eep ina! ood : a
ere pice eeaepee eeeret eee eee SRSerer aEeteeeag ee eecome eeeUnaenna aeBSPs ‘ oee ne BEte e a Biber rer Sierra anree ine carterere ireneeee eer tearEaS ee datee SEERoe PORE eed Pa wefind —_— ES : | Cll fToy SEER ee Ane eee Nl peeee eresrae errteres reece f ia eeete eeeESSENSE eee ee UMLY Maeeai eR Seon ne eeeeee eeeSEE ipo ea Si ee eeeoat eeeDeca eet eee a es, aaC Y of eC RE SMM EEE NAR ee ee eae ce eee ae EES eg See i tote Ee festa woo ” Pot PORUAS phe! RNAI 2 Serpe eee resraarte || es SELshy -- canienanaasninplnnitUN ME 358282 gee nists A feyiihry 4 bWH EEE RCE GD 0gfoes gi cose PORES LA TETmeme HT ES alli yggga 2 Eee BAuWP nae inGains LESiha EUe a .‘ . LSD SEEE SU tuleESTRP adAaae atmo SIM EEE og SLUICE Bagh hySE0dbCR ee ee5 oeEe eee ee reeee Seah O cee ea aea Be Se| |eee eae aSees eeetaeeeee ec Taare PogcHE pene: OSES peg fies eeeublhare SEDI HESSnE ATR THoRe cae UL ube BESBehoeeetee rig a Missed eeecresreert a eeenear Seer ereR APSO B ETS SEU feesily UR te In SLED ise ines ii HESPiiey pat a |
ee eeee eeme poPy OH ns Laneee a A yD ee EST
SRE tuss Hiahh oa 8PR OETAwin RTT aban ORE a MIS Ye posi: 8 ee eee Hepat darkatal tm) apy pnt aepono ivi Sine »a4=edcag) ee nie 0Pes ae tty gaunt Bt etna eee ieee Cente oa IN FE Pe UeLG URS a tet eee Gitlin ANN cisco ic Mess ea pups isecih innh nde ip iepe tt vee SAE ty Na cai ose basNONE One nee AIP 2S EE sal a eh Segue g)Ge aeeC iio :ialge hbee Mh ‘—spinel, nn oes A Os Aatk TIE OT ag Bee) | Meee Asali sega |llIMO oS EEE SES SE wie gas eee; Sn ener anemia oan Ti, oe oeRoe een ameena aePS eeIMIR | ei Cees Teee tseSED En, Tee Sere eeees fo EERE AR Ens Ee a" ee
aell0| 2ai eee ee ae il MME eg oeNEN i eees eeieee eee eee yet eee,Ene roSa nn,aop Se eeSe eet eeeSQU Be eS 2 aol CE alee gly BE cee ee masag aeei eg eaeRh coy ‘ona
pe cae eee Wing ig Og Ie SAI MR 228 oo ESE Pe Siete ed Donte ees, 4 aLe oe Ce ee2 auamyueennentre Md Ne Og Ne —of) eeere ee (| ee ceed aes JR CES a 2S ee eae Se § ‘wan ocd oe .? — Be ee ee Re eee Dap SSNS ioe SSSyeon bene bh oe Be a ee ce ee Vg ee ei Be AN eee ee PUSS CUNT eS Eins iii i ae :tefe. PO ala ee A oe a yigile eae eS aed DEES sien ‘oss Goind ee CG a of oe Te Ms Day Ne Be ania 7 | be ee oT | oteneteeen ary ee ree CNET SEES So he sont No ayfee VeesNae eeAeeySeed he eeeeeicmeete, fo eee eee Behe pagDUEL Ped DD De LEST os = eh pie. 5Sigh pee ae oo hm Ee E® Jibs lh ee cod |) agen ee eaeetaaetiesp™ "Sie?tench pee eeeLahr ene mie SEMIS EG Cte POs Bk, ee nS sai: ee ees dopa oI : SES : oe i Ses PS aa a ei nn aN Ae Beep: 2 ERROR ae CR WEES dl UM 2S HES UN erg GUS ert aaa EAE pS pnsr Pes . . ei ST essccannscac canna nal em Tr ee ecaeaeaeee EI NMI gage 2S Sette Greet Hag: ARE CEN DSRS AM 22 8 Se co MIE Se : Pe reper ete SCE Lgis hal uns bb 2 ISE Saree al eo wl By
ee eeinceee eee . OS “nt, eeoeee ee eeINI eeSaesAI euGon S ee eyae eee CEES ad |Lia bgaS oeles| ee 1...I ag GU bw im eeeens efanon eo, A Ci | ae OO GfMS Meee i ears este eaew eo ee eeree es eCO See SUE ae ena eee eee 8 OE SSC TESS cA Bh, GA eae et te HG SOO UUs SA as EO NC At gee ae ope Be Ue ee eae | etre Tie eek We ee ae a UM A Roses ee Ce ee eee er ee ee nce a | ee iat, eh oe EOE UN IO AS Te OU SOUR NS SU ace OS NESS AN OS al ing oe ee Smee oe TA OS ON ISSR a Bere Ne) eee | eee ee SES
Ua uate aoe vert rr an ea ane ere ee eee eal retina | ONC TROT AN OM ae, AR SOL VRC ERC CCN LS NUS OUI IRC CU: CMM agg SER ||| | gees ee Hh SOC UNS a EIDE CO ONS MMMNRASR SEO OE ES I ONL OE GO I ag SOI oe Oe Bape EEE Ca i .,,hlhrrrrrt—t—“‘—s™—C—C™~s™s™st—s—™—O—™OCO—C—C™C—C—C—C~C~C—C—C—CiriCSCS ee ...f.l,hmhrCUr,rrC—CiCaC™SSCis ee eran ee LD
eeNES ee Oe ee Oe aewd dae aAe(iii etetiienerrener ie.Wr’ AIRES GARG rea SGU BF MAME TET BEaseee . COAT ae ee| eee Pere eeerates rears 2EEee|EER ee oy of oo Pe eu| ieSe SUIS ORB OIRO Lag An HeSeIORCON oe MHS MIM OSE EEE ACG eee eSre ee DSLaSSG SE nS LO IIali AEGMaly EAA CO ANITA aON ONE co SE AI SCO aI MMOSTea 2 ESAS eee lapse Ls UTE ESATey IOSOe RoIOC CONTIN ees He Mer 9s | Bereta aR aa RA He eee eee
ee ISaPe TeMe SON COLE MOE SEG) G8Seay INU SaeGUMS ReNG S| DE Te |eeaac sise eC gayeSRA ee RS CyAaepea Ae) aele |RG CG a A(es ese Ne a Ms ee oeTRAE reas esLae "Laer 6 | Scent GSU eset RUchase ER ee. SMS REG CEES EO De A aap eee iCS CGE A UM ME SUIS Naar Naar yiCe CRM ISA eer eaeete eerest Re | UNE CHIN SAME FACES HEN ate a| BB pn eeAIMS CED SSE EE SSE isgaara ee eeUN eeCO eeANUINS aeCSSRe S|eeAOE A oie NN esese eek ee ee eeeSCIEN Ceeeeee Ge, aOu ae uaCE ‘ SEES 8 oe
CoSEU LrhrrrrLUDrC—*—“‘é#(YEECOCOCOOCUCFC;C;*=C”éCC#COC”C#N Oe ee ceSSM | hrSCO EEE Bere cena HRC Ce ES HE SS a TS ES Re RON CCMA oR HAL mM I SCE: AP MIE: EE BOISE IASG UE SCE SH eel ee eg eeee POee Reon aMoo ON CO Ge a CCNA
De CC | |, |. 7 ee, Co ee
LAO SE es ee eee yn) er | ee ee eae Oo ae a ee OM as Oe ae Mea Ne BNC ME A COE asa DC SOMME CS UIE ooaes LhLLDhlrUrrLCCCUCDrCUrFrrCrFrCCl ol ee ND lr ey CoCehr,ce EUS
RG eee ue Ge aay Aol a SC NES GE ONGs | ONCE AT A UD ge digo ee ON Cee eee a flere ee oo ee OO Co Lh, TE eeaaSO REN A eM RNR tella ee a ike Oe :|...,rrti“‘(‘C(‘COC(‘CSCOC;zCOCUCCS Ct |Ne ae a ee ee oe ee. eeeeoo ones oe aae"Ce AaeeaaGea| ee aaoo aeyeeoe 7Reet atl L Ce EE ee oo hLh”™m™”™”t™”™~—C*C*W®S : Oe a De IS SNS Ng ccig Ss il aes Se IU ORE Gs Ces EAE ee ee eee | ee ee PSE SMR AE NO MSS SE SOU He cin UN ee ee ee LPS Gs
IMSS LUO LOS NCEE ead OM A Ee USES ee as) ee fl EI HN a Bs i!) ERS NOME MUNI ey sar CSS OI eG aa DORR OSes Me ae ae Cn eas PO Ve OMe SE es
:ALLa ,rrrC—“#CW ee ee CG FeMIC CO—FPn Cesee oe ea ee ee ee ae UG nO PS Mi lt. 2g ee vo i a a 2S CANON UGA RONG EE: II GR US SC ae or | EN hie ee Nan UR SN De ee eae errr” rE ee ee I ee II a a ae i eo a) ee OSS TAU A ee ee ee ae er eeee Rl Ree eeFs ee ee Peaaes ee OS NO Bee [( )——Crt—t—“‘“‘OCW Feaces eee ee eee Ce ae HG aSU a2 OE aa aaa 8eemn eLr )—CC. CO oo ee | eS Co oe ke. i 7 fg Lae ee Te i i one r,t, rrt”ttrC*t*.s ss oe ae 7 ee Ve Ge Pe ae ME ciel 88 He Cc ee Pies i a ee en eon a ee CCN UND: Salaam NS Eee ee Be a oe | Tae MN MENS Ce gee | es SUES SS OE Ne he cel es Sac canMio tin BONO i era Se ee a Te 8ae hr“ _o : J fae Fo a oo. ue 1STs @~2dCD aMSCe Oe Ae NeaAN RW eeea aeeclan saunter OCa2 ieRSL) | C0 eea ee geCC BG) OOLa SEa IE a ISS COME TAG NNR ae bea FEns NRE aesCU UNA eeeOG po a. enter ae ase SESS PG USS GG eee ec ee GI a La ee Be ee ai ee VS AOA SIR SS MD COE aac MIOES EEE MUS fa SME ee VK DISTR UE SM Han GIG Teesr OR IL AUN aoc AUPE RIMES RPE GRO unt Oeeee See ect ete a :RCCL LeGUI ayEESihhh”,”hmr™”™~™~—CO™” | BE yoACO” 7 aS10) ooSINS. We aeSaeae LOCUS ees LOO ane aeOC oeeseae asae < ee ayee aes neEES! ve ae 1B een oes) eeLee aPOSINGaaron 0|aaa el ee aCOMIN Ue aAN2SSeeSCrere es ee ee ieee ar)ReSeager te ee ee UNC gee ecu esA ee mee
SRM ie! ee ee eae eee SECRETE SP Be Vise eS a ie Gn II A ASS ae CO Ty Ee SG RN AGO VE RA RAS RECEIPES ee Sp ei) Ws Ps SUE SRS Ba ee oe Ce 8
Ae) oe ee eeeeeeee ee ea NE ae Ae eeoe0 Rae ee PR ee ee Loe uae ee BO ee oo eeee ofRE >Sc fo2ee a6eee Oa. oc. Te _ee oe ae A Ue Ce eeee ee |EE Maer Ce ee a| He EE oan SSe NO | en 2Beto OG eeeee ee A OE eae Ol ae ee ee eeBES rrr—C=C NE en IN ai ite ee eee ah an ee cece A EEE TIMMS ere a MOE ie CS ee ee ee oe ee hs ee De a MNO age ata OG WG fee i (tC Lo... ee a roo ef ee vi oN :..... 8 ee hmmm” LLU LCLULDrC=*" ee CO eya aee0 NO Pee LDTTee Te eeee) aTiae ee a)a ee . Ss was eee ee AC ct ee Cae a tase ae Ret kG La Oe ae : i ee 8 LL lr eee ie OT CoUN oe eee oo aCae a oe llr ie a Fe GE eT a ee- ee J VBS OR SULCUS 89, Ean Ea er ES NG Re Ae i AS MNT tas a) Ga Meee area goer a NYT RRR TE ae steam Gran Senn aaa a NN Oe ee 147 oo
EG Oe e OG ee Be I a a a SANS AIRC MON MMM S OELG Sa GMM CoE OS ANS ORES ey gee owe I os anne oe (oe | 8 ee ..
OPSee DSU aE SSE Sa Gees acto ae eee ee cman cs)Ue |) NeOSC | I es eas oy aMe PIS Bre SU GINMID oS, CNN Aa igane BN aR ener neuen oS TS FCN oe ESOS | eeu ieee? aaaWi ae OlPNG aR EES iPE aCe Bios eaeSRS a aeec mane eenace (4 au MD er iii fee eee NNR na! ney eecaer PUdesi CE SIN COT MIR EaSeeOa eyOSS? Res SSUES CIO Ee SS SUS ORISA OME a RE Sse We ae ae, eee eee ge OUT rare igs Dn ase RO BOOLEAN TARE) BUSSES RCO esa ce eae Hes Bar| aeeeeee ea) | (te EO INOS sO Oa lt DONG eee eee eee EERSTE,
A SE EE ee ease eg ee ia IeEE ae t | hey eSNC i ae CO CS a Do EIS CU Ug) ea CU BE ee ea eeGA AR aeioscan Gn OG MN PUES SSUI SE ..DhLhD”r”t*t“‘CO’CONO#OCOC#”#C*iésétéié‘i‘éySOOCC#S Le Ce LL Oe. cD GE MG STM MS LILO iny eR SS DOeeee ar ee |SIaiECE IS OU Oo ae BU EeIGS ROG LNasDI IOAN eGNCi)ER LLAII GAIES OMe iENT gy0Se GN RMI rEhe 2 BOS HESS SINRSEN TS SOE MRMNCS Rae SOG ae EES DMOE see MMO PRESS OE ean ee MAMMA aS i.ME og oeaiT SUL NUS MS es I: Saree ete ee eee ee eee pe eae) SOE Ee DOG LS SIMS MN co UY, RR eee ti Tater ee Es MO OUI NESE Pes LSE Eg SEES MULT G LEE NC CSI COUSIN 7) ee ee. oe ae ea ee =#”
SSIES Ee ee 8) PCAN ONAN MANE 2S SOUS TNO) a SS NG TE oe Ee BAR RTS Na MME Bi ccrereterc tect te “SRB GRIN 2 We eee a be ey, 7 Doe
EEE I OSUe ROUeee SURO SESis SSS ES Me Se OTcae nann nrne RG sere AA ee ee Su) elcee ee ereene eee20: eter RCT Se Ge a SE1| ee UI eeAO PO eeeENON FO adic pep aeOS eemeeae eeoe EO CUS EASIER OO ESHOU UIC ee |A a ey aOMEN eaNETS CE aa ae OO MD SOST WD WM es eeaeee oo areNee etsNSE aeae TO REECE SEN /: ~~ i «gs i mg ae fe i oe ae -— ;, .... = ee i ,LhLLrDrrr—~—~—r”—C™C—C”C"EEEE rrt—“‘—™O—O—O—C—COC—C™CC*=C*EFESS ae ee iar a) ee LEE ONO NS NanniCF i ae
Ll 2 hl
Ll LLL oe i LHL LIANE Siaonauaiitu al ini sil EE COC ec LL ie gc egos — . Po ene eee en ey ce eae LLM NOLAN BAN ESL NAG AUNT ai, NSE NN BR THECUS SUN OTE: URW, SUOMI RUUISS SO UI BON EN CIO SN ESSE a ee ae CIS Cg IE eee ROC SU SO eK FAUNA A NONLIN NS MUNIN, MONI So Hp in Na ia aeneene MRE ERED HOARE BS RSs ee VO MMS MAASAI Oo pitLETFO oo LLM i linMTA asine seSROD SE ST onOY ete eeSEO ee ee ee A aMA nannnsnniniinianansnya es muianNte Oe Ca ey AS OSES CRN Ma OSS OS UU UME a ss eM CTSalae IEC U ES ? Ce ee BEERS TEAoeSE REELS EE TEC HRS ATE UE, HESS AA ON Ya aes LP: SR UR ees Seep ee Pah i St abil LAO AGE NORM ares HA ji RPO NR OTEN te ses REO PAIS LESS UH SPECT LENE EPS ULC LESSOR RENE LED RARER TeCC RR RONG TE ENTE oro shan iaielie AUINOIMRG URNA SRR HEE NON AB) SU) Bao | Seeeeeeeea saat fase acer get (aE Ee fidetesneheees
ee Sey oe aa A ee ere ey) es an ER TO FOr ce Ue OU NUN So MUON OEE Ee HA an TOO RRR ENaC Tere aor Mei yn nde SiS asec acta SAMUI iH hr ln TR ICR SHG SO Veal sa S|) ree Sere vee eee Hee
EES SUE SSST SE ee ace eee eae ESSERE ES ee ee ae EO OSS SUES SGU ACEC GSES ICSU SSC GUE UE Se 5 PE
PSei?4ORaePas Po .1CB 4arke,” .hy ani & wee regpoy 7PEND c% eie“ape age . ow 4he] aHt iBio? ae ee em —asven o}¢c 'Mall ;an 4 EP , buildeth . ; Hyon soak BR garg gorge ny omy AD oevibe. 2eee )= IIL / eT AJq ie yt teat aalemetaa od aseety iC ; PL CLe iA i ee wed ifpomng dere Noe the in the |of _aThe 4 4 Bo get » : a Ge AM as y ad YS sae 5 The Pierpc forgan Library, New York, M43, fol. 8v. Pierpont Morgan Library, New York, . Pye hi? hd ihe i‘ ey | ig > Wis Sivant? alll. Drage? atl. Fac Cigar! on oN Di ne
% .5 te a “gh Fume bop AAhy fe«: ab 7 i hee BER ON iSO Pe TeMyst LE 7 De x LH be a aga ee& aeppegee oe | Be iP ay ud!
aeae (EooVo mny y cent mmp eee nn Poe om a'|a oe ee an ee ss “| ioe (Snes corte aae — | eo noi g Hees “guna: ae L Se 4 aees a :Media ee eyasia So comes:
Fee,ane oe NS ee feUE he ES Jaa nea oo Po Ce. acoeON ecenenclae ee;oe oe rise Le ie ia oeee oe — :mene See i eee eea sie |eee aBe oo ong aREnefees oo ee|PHEAISE, ae } oe 4 i a co oo co ae arrestee pea eaoo ee yy Epeerareces 4 He oe oo hea. ee Ag CC Seater et i. a ge 3ameee oe ms ee ee a we a Ooo oe 8 a se eee ah ve a. ree Los s)eon ee, oom nn a gee e iWH i ' e1.1as2vl i»a.ee . ee aue a aee aues aoeLe ee aONS es gene Gee ae a:eeee Preie oe oe. ae > als fy Sed ee : aeeae :elcome |ee éLey oo aee 2a oe as ae2 LE ORIG Wee aay De pes fo Oe Wt es Oe eee Pee &aeae Se aa.oC gy eecclfamntcicrs ‘germ etary OT ta " Sn ane Ce eae gai ig eae ee Os ,ee Loe .7ae at |..c:: ];o-. ie | 1. a | Ss oo oe me 1 es pee alba i,i|ata aLaaSaeed Hee oe ee oe ie es et Ou ee ee _ 3 Os, Ee ae i san ot — . ioO ea oe yhUe aaee .ine Ley iAsso ,We Cais ae oioy Ce oe eeoe ee Se mabe oolong .aia Ee Ge gs ao BeURS CO leCHS aes Yoo. aCOCO: ee ae ees oe SHEE ooooaee vi cary :a:_ 7:/-oS .Bente ce eg econ i a oe a Hae De ie Ree eeToe aea, | Ce fee ae eee eer— a ee i gS SOE Hee Ses Beene rt Og AESCRG ae: ae | SOM oe So aeeo a ee peniiea ee ae Ep|ae7 pe:ete ae ae . oo ve oe , HEN So Suge — :_/ase :7:-une aeeee /: : :: iiLe i ee 1 a : ff ¥ : : fre oe Boe oe ae et en oe ae So ae Co ee pees CEU EIU 1: i:pee in f ie : oF . oo _ a ee ee pe ee ae ee a ae dey a. Ce ee ee ee 2 eee ee Os ~~ oooe coos ouaCo i eee. ey BES Ce ee Paes nae ae pape eeaEel | ooCC a ne aee L |cee oe a .ee | :a: ae bs oe Vo ae een coal oe OS fee Se As ae | oe a foa oC. oo i ae aaeeoe BeeLW PS ee Mya Peeea io ON eeoOs Lee aes aea- Vie oe Meee ee oe: es ee ese aes Hee LLee ee cee ee ee Ee Y ql 7. 7AuyRy, oy inayee a)ae sata oe Pe Oe Cs Haan . ; ne i i |.oe Co i. wsaSU — Ca Ae eG ee atee coe a eeeone Hie, ee See peeoe ce ay > ee aM ee ee Pes oy ONS GS 0 Eeae RG ee is pdeal ge Bee oeaneat eeeee amen We oe tioyoeeaeae. ey Oy Ode Ae: eaten B o en A EIELEE EE TAPED el Ps
a) | aCo coa 7oea( oe eea aosco Dgi ie ee>2a ae ee ee -—aae oe oo Oo Lo i a oe cae oo a geee ) 7.pe +. ee 4 5c. a i vs if oe ‘ ey ae eae oe ae ee i. ee, panne Boe a Beale ee Dele OR a ee ea, re ES Sy Bs, ee sen ee ae is i ee ome LS HELE oereeTEEE
|oeco aoeea Se(oe yyLoL oe eeOs Me ON ae ee ce oeDaag ees Cee a oo Fee esaiBe ee EeSoaaciph paete ahpee ee) Mc AiIS ae oS oe Wes eae a oe oo ae Oe ee 7:1. aa aCo iecdae aeClee ees a ene We ioe Fe Se AG phNON INA Ae Las ea ae CE eo eeOG dees Rs See Fee :i/ae a:a|HL :Oe u7 As ee ane ae Higa sae Ee ae oe on aeas foeNe aBees eepe eo Que eee (a Pa aes aeee Bees teh Vi i7 oo 4s1aooae a. ooLe aeeAS, oe CG OES ae oo as aLO a ae Co be toe es _ Ce oeeee aesSyee aeaeetilee ieee
a 7in chroUh ae oe og cae et ve aeaeaeesaes eae me a cae TIE De ae WO ee pe 7croe Ieae SN re eG ee fo aoo a Ce ee aeone ie os Ce aeee) ae Sar oe esane eo ee ee eepea oe cu Sh :/aei)au | a|ba . Oe ee \oo me) eo. aSEco oeDD oe aa: Py aoe 7. ce 6)a2ae Wane oeaeSoutien Beary | ckog - iMO oe aoo Re | Ree atiee of aoe vo aes eeuy Ape eh eae ee ate eu OR aneee SRSA
Le .eea ay at een ie ieee “| u ai aee : : pe _i:_: /Lo| fe —ye. apene LUooaAe oyCoa.oo a aSais © leesaaye Reoo: ey | 7i as a.oe7 oe
pee eeae PN ae) SaA ae AOS ee EP es ee aeae) Paes aeeie Pe ea aGoer Ses Gti aiae, Oa EG aie (ee ee ae ee | |aree aee -ees .. — Pog oe) ae Das a*Oy, eeFo aus ee De coe as | oy ieLeBESO biominate ae. OF oeYes ae oeaS OeDE ee aeae ae eeRee eeCC es ee oo Le oo aees Ce aae .iAOS ae)ee Ge es)Co Fea ee Ce ane BeegANe a ee Be ee HUES eee ee _ Us pee CRE WS aeae On os ei eee eeoe mi Me oe ARO aae eee fe Es a .By ae OSE Oe . ee -a L ae aae aa Pee eS Noy ae Boss |AEN ee PS ESSES EES PME 2oe ees aon GiaSe U Ce eei:es oo ea ae- Nain eae EE Henee| Buy) ‘\ Qres Se xOn caeaee oo ee ae ate iSHEG I q | as i oe _Be oo oC eeeo oe As neeeparas MG aPGR CoTSeee Oy#oe ees ce ose ea nsCoe aea.ee eesEGgeNIT UE
:a i:Seta :1 |(ke At | Ak ee :oe ooeas eee eyaeaeyiePee ae cyea6ip a HCE. oeDC Shee Ns ea oe | |.oeoo ee oeSECee Bae /ee 'a :re a, aa! : | oeSS ;. |co Ce Sey4ee ee ee eney PiSiaaes _Ps by .ane Se eegee me ie oO on ee ce Co ee Vee i. SOS BES ee eae ag oa ae ee _erates eeee tfBe pare aS ah oe oe ie ee aee ae |aS ee a ae eee OBC No eee fae Lone eae at Sei yeeeay ceri fe: oy | as ee HE T io = wa oo |.cepeme | i|aeeee Se aee RE an ees ee ee eeges Pee ee aSe Bee Soe Reet Cages ry Oe cee a PAGS eae Pome Te Se Cg ENeLne Souk ee ee a ee aeae 1G AND o ae Ee aeoe ce ieee noe ee GUE DE _ae bes iyr a,:GG 7... Na nec ea ey oo. BO ee ok eeaeoee Lge aese eeep oeae cia See SG ey peer HES ES i al . Rr Relea a bee eesaaee oeeae aeAig aieCe Re eae Se ae Cas pea ee ae ee.ee ee aes
th = iCo i oe : BOSON aTSey ees LL eee ve a.ee. ED oe ce|og ae -ioute |ca Pound He aRee ol oo. os ce le|Ma oo fF oo ee ce ge ya aeco ooas eea Oe eeafoeee ee oebe eeeee ler ee re es aq —.... oe _.. Ne) oe — i eey |iIs be |Oe a| :, :|1:ie . ee eae oo ae a ee . a : a . a , 4 oe oo | . ae a aae he ek oo i ek oo. oe A oe Jie on. a : o a ped la ce | :ne aa a oo. ee ae ea biol ve oe i an et | cc a |itLo rs . Se & ee | ed oe ae oe oe OS We ae A) pee aoe ee ee ae OSA pate oe) : 7 le : a: ee | ie a |. pees es pe es aa fe ee Na me a oe SEE ae ae Cs ao a: a cea aaa: HSS Ee eed mh ie ae :Os oe, aeeoo oe roy os ae a eue ee ae ates ca ' aes 7ie : ties a. aae Be Peao CO ee Ne3— ee Fae el7, alba? CD Gee. eg— i eea. ee oe .7a an :ieoenae Los aee ... ue aeeooee ™ |olecece ieeee|eees | ioe ;ee :a aBee eM =ee Ni ooee . en ae ao a Ses Be oe aef pierre ESS i.-. ee een :mie Ad LF ne oe He aaCe a:Re oe ie oo aco aeey aDy aun aee ee |.ee Betda ee ane oo ON SCN ee Ee eeGaerne .ee. ee 7a alias _aes..ae Le | =! ee 'aa ae - oo = aaee eg es Laa Cer a ey SAa. cayee oe oe tae > lasaBe Ce ee :iai:|oo Ue (oo cor oY ee aeBees contin die: oo, ma . ioe; !a re . e - . :CE) ae . a a eyARS Page EsOe NG engi oeeegears (ONE oo ae 8 aSESE eeae.eeeae Ces Saaseepnrateat Pee seein a ee ey ee et|eG OeA eae TS ae eae Hae ee Ls CeaES Hore ee HUG . EE Bs I: ke L Soe a oFBees / is oo iteLENIN 7 os Cl ee sea oe aN en Lees. ee 1 eee POO ee ONG SO peaepes ee Bad eeeNE Suen Ce ee oe OBE ae ESe , | | t Ay ' as a Lo ee ae ee ey ee a oe OR ae FRO TU ee ne ee Ws eae a ee AS Has SE ee eae sett es serie re ee
iesixes aae Sa teeaeOe CsPAC oe Co Loe an:Po oF HsOe ye a i8a a. SG) Be Oe oeHeuae pea pe nee eeey Rene Ls ih a. aa eo 7E.oe GE eyEsee Nias ay of. ae ee aSe HAI eeeLe i aeae eyee oe eeates eea ee sec nee eeeHen HE EE ae See ee co are ee oo. NiCe cg sey aN ee ooe _ees |HONG aeeeae : Bs a nce 7ee i Ws 1 “.. i ie a ' a. a a EO Sein oe oe Mae |. ees Oe ae ee On oe ae ae ee ee inS ”a: A iY \a uk “oe i‘:0 ~~ | 8 ae ye ee OS eer oe 7 | ee ES: eS ae ee eee oo ee ESE eee | ee Bese ill fJbe A} NC i. |. oo ee we ee ENO S ). a en oe es |. ee ee ae ee af2|oa co Cee a Cy Coa :. ee es i. as =. a ae ae co oe Dood ae oe a ce) oe ee — eee ee a Co Ce) Si . a a 0 a7 a : . _ a oae | SRe : aqéy Ca :eae. ¢De :.oe;— : .ee . .iO og :ae aaaaaoo oo. ae ee ee Be eee 8i|e(ee aa Fee Bee es ea ne{oe ee Os eeoe oe Se aM aaN esaCo ie a:i.GIG i_yO 7on: aee eee en) Fe og oo Ae aCo Co oe 7-LL ) ese HL }as ieke oo 0a ae ee se ee me ay aee es|oo es aa .Aaae ae LN abe ee oe :ay Oe: op LD i-_a:‘..ead .aai|.:. ee Suan Jas ee“4 ae ae oo eG Lae es HONE _oo es Tee: ERs :Lo es Aeae ade a2eG DN | aa._ aafo aee -ae :oS ae Lo ae a. . ee ee oe oF oo .. ag 7 a. | yo a c. eae Oe Co Oe [ a. uae oe oe oe i. | oe pene Be oo eS ee ae ee aesaoe ee ve ee cep ek tt oo F aGeO a ae co ee — oe a: : : pete ataores RETR ne a ee Seees EG SRN ee pee 8oo BON Woe CN hey a. oe oe qe ee ae Ce 7of oo :fNo oe oe oe [—. ea :eeNG iL .atLe [a:,aa B oe"ee LO ake ce Seen eae ee ee eeee oO Re en A:ose yee DONS . ea a... oo |a. aao :...7a7a,ees aes Ee Le oo Ge Ce Ps Be ee 4Ll |Ao oe Lae 0-|—eS Ce ae one ae ae od oe ee ae ee oe oe. . a |SEE iLi i oe 2Loe . y y yy 7 | a oo. 1 a ee a) Ce He . oe ae eee ee es ee SES Cog Det aan ee ga ost a oe Le WE eR ens ee ee a es a oN Se ae 7 ot, | / . a ges a Pe Se waeeiaey Fee ee Cee a we Le oe oe oo sn eo rei . ae Se a | aan FF a me oe ee ae ae . .. Ce Ca ae a ee ay a. a i. a : a a on aee aeiA ey iai oe es es CeO oe lo La. ae i| aS Sonn Sa ee eo aoo He aDDaLe nn . 2h oo teSeSe woay oo 7.Gyoo Co | -pee i:| ij alSe ; ie : os | .aes a ae Aooo _ ooee eesAe Bees aoo eeaa iSoM Oe oyaos an . ae) OUR eeSas ae SUES ee. Lang ee ee.: 3 ee ul .Den 7aie oe eeeeacea a aa ay! a ao ue 2Hlae ooee ee oewee peebee Ce.i es aieAne asae ye Se j :feA Pens or re Bee os ce \. SS aeps Ge og. yh ieoe ie yce coieaeaa ne aeae eeeTe ie oe 8. il eB |g seers Gers Wee saeaPhe eS Sa ae a.eee mene ‘iSae aHe ANN ayHD ty Tees eene ytan Rese: Say Mee iee Cons ehty finHe sD nas ape |A oe Mies HN Mia yea seteice ON sOfey ca) aees en a tahaoo ueoF Oe oe se We aae ae ee ae il ii} Ae oo oe oe aTee aeeoe on ee 'Hs ae es eeoa Ree ieea ee ee pe aeee aeae A oe ane ee oy atgaai:a(| aotLae eibing aes Bo onaae ne ERs eg Saree Nie Hie ieee ihae Es ee ee oi aa oe ce ee aes eee i ane aJe Roh aae| eae can iin :a8aet ee Le ae i.aoe WN Ny ae ae iG Se all esne Ba ee Wg Le lang Pa eeipone fi Co en ice iif) et ae oN Se liaeaee Mi ooae oe aaa ee Ses, Cae iiiteSlee ea ie iPee i Ou ee ape aeoa ate aeeae aDe . Hy aa) ane ee . ee oe He a ee: ee eeait“aul iea.HES as a HtWey ae hsa as ae ey tA ee teiit:aeay Ges ieities: alan eae y aee vee ae fe:ao A OMe cs Dt) oeoe ae ons ih Taee eee aCo ee Gh nh ve athaea
ee cy ie ag a) ke oe on ee oy a i aa aeee ieane ae ae a me sn a bie ne ee Cae elae cag gi ose al ai|qian oul 1aeoF esiyoe: ae a on “ge Zes a on woa‘eth es,| Wii. Oe ee ae ae Br he as oe veoy Ss:a)oeaePeoo ade a tea ae a en oe eos oe eea a
:oe |eLsaee AM 2eyiA aiOle ae ge ae oe ime Tie oy a Heats Oea abe ees Cy Me Bee aus cy ye Sn aagw Ss un ae a Bs ok oe ceaBaeee ae Pg a,lS aaeinane i,Bo a.a i” oN ae ee. aiy A ae .ne iuM ay a es a.ieaNis. ei ei aoy roe iga eS bee i la. ee rete oe ay cee is ae) ee aoFeeWEIN: ea Me oe ii)Yee fi ee oo.aee ssoo eeye 26baa oe Ct es neTn eeAe iHu HCG ee. iae ea ga Ging ae icp(iy oyCain iedo i acets ~iOF iu coe ce SA coe a ae aes eeCo ws nats Ca ce a (i else sion 0h aaiae oe — eh ee i oe ,
a Elia a | ae oe aa oe . oo a oo a oe Oe oe 7 co a cae ie SM a tte ee We Sa ae | a
UeNG Nea: ee4)Be eet Nap a iAxers cues ith tc es oo thiiiay Bese:ae) aesBeate te,Bes _.. 3tiitis” ‘isasSk oeGy hiaps ooaRae Sa ul oa aigSE nnveen t IK. EN i sn ihaeoy oo) oenee Fae heh Sa a Le HGaeaoe ol aeUh Ieeee ane Nae: a aE aBe eo ae ee tae HR AOoe a Ca aasih Wg vulanline ies Pe a ava stnae ee po oe PeTage ye see oooo oes whey AW aAparece hsies aaLean (chit ame oa Re Py reaN eee Lg bo tie aoe na cast ca ue NE aM aas a ‘He aee al see sl ieee a es go oe en Pa aae asin: Ba cua iy Cee, ne ol ait ce a) aVe: aie oe aeaeeWe PR: aeae | eeice pinay ae ee i Wao 2oe ei a Mean Ey kw. neNS oo’ on 7i.*a) a ares oeae Laje a finch pa eae Ar AN fo ie Ske aeoa en aOa Wee la | zaS 3eeame) oe we ak aia eeLo, aWage oe hy ee ee a aeaeae aaeieae ieeae aayaeae ee Le ahive eeEpi ae aate i.nieeneh oo apaasag
ye a| aaaeaolg ae aCe es Sei oes booooc ON ee a oF as ie aae aceae aeeni‘aae a ace a aai aaye es aHoe aes as ae oS geil co i aDee ,aaco a7Ches oe Aae da a aaaBak ae oF aaaa es |,.of1ilie Do ae) | Es aaaye eeoeih aeo ie ae i yy: ee Wee — om Hee: oe Le oe ace a ME ae Oy ayeews. co aco ala ioo eeSe aoo eafla aaon a.L. oe ae a7.ee igi aUr 3 eee He ve La sh: ae aeat ORT A aaAe iaoo es ae ees oeiHe ye ooiy wl po aHea. ale ae ce ae es ae oeeGati.as eeiaia :ce, ae a ee ao aH gees a oo} gs ;eae.) Us) 1ay aes ae aae oe aian My ee oo aont aae a aae la wn a; | a NG es sa he ae aeLee — asaigPra ae sas Th) Oi: ateBi Uai‘ eee PS, |aera a ese oe ae ie oeee esscsNes: ansai ae ee Pte CeaAcuna a ae itae ooas aa ie oo Ua an) meaia a eeYo ae ‘in a1‘aaee i le at
TUa ae see a ay ae: eh oF isae iniae Reed Wee "se Rr aae YSke a,aalOMe ve ae oe a i ae Co a oe asOe i ee a a ay a AN a me |ahy Be ae oO ee PoAte a.ieiSho cooon } hc Lae i) oy 1,ry (oe aainiN oecacen ke aioo . a, Vee a| th i eeee oe hh . atin ane ae ae 4ae);= ee pes aAM: eo ao oo aNeea aoooo elCv 0~~ oo Ae ge 7ayou aHa eon le aHEL ee ke aay ae pas Neng aey “vik a.Bete aoe 1ayoo ae aco a4 ee ke aL,Y aea ae: 8a:| a: a ae Ce Ja oe my vil yy oe i a Me Sir oo 4 vo oi ee ke oo. aa: Eee Oe a Lae, “lll a oe oe Se i ak, ae ea) Aan ae Hie a as i me ie a a ee ee ei oe ; . i Me of Migs ae a © og LT ds ie a as ee ‘inn i ie ke Le a, a alee 8 ty ae a. oe i > oe an Ea, ae oi Hig ok ee ya ae ae ee ay ey a :_a. (en, i. ae oh ae i _ 7. ay ao Tie ae es i: le a a a Lae ee He et _— oe ae 1 oo es 4 ie o oo a |e es Hn La Hes Myee Fe Bas a oo. se el oo coedoc Le 5, peteii1sye os oe icange) tp Mos ceeg es el oe 7iss, sa? y~ge 8 eae Ge ae aen? hl i cael eT nieie i Pategie, ilafeeh ae ae ie oe ey | Te Be) ey | ; vo feMd TaNek 2 ie ye ae7 ee wy ::Vi ee OO ‘iy aae ueae aavie: . :Bae fa fae aaa gieeGee {il HY co ioeaie aaeeene oF let ig an aecyee aonaoo. aeaeealeeeu ae aoe aieaeLiatap vis ae 7aa aaaa A: on aWS: ee a Pegs inf asaf eeoe ONG aalas ahei )uN ai Cy onaaon aaAaed aeaoe co oo. ceWw Wewe Cy ae oe oo eebak a aoo a a: oe eeitae-Aasf. Ce aatey 0ayee ee Ee (|‘ee ce aoeoo oe aasne a. ,eae co oe Le ow ae) 2aieoe APaait oo Mae ees a ae Ee asaa belo, cs aSane apoe ae isaeFe ieaa iG aoe 4 Mises oo Ciai ae eeoF Hania hd :ieie aane ee tsBe ay ileae aes aaa aHie eseelae? eee aue aa! a) inne ca aion i oece ye oa yeWES aa oy aaaees seaee Losi oeaeae ae Ta We a)feet _ Ea ae We ie Does ai a! ane oC leseWg Jl at oa he aeSU a neee ay oe eA ee i Me a a Bee a| ee aeeeae of a| Be a ae
ia Le ileal Lefeilaee ae ee cas a ieya ae70 is oe.ee) aeaeg_ a eeTk Gl ee aieeane Rosoe oe bo, on cee 2AG ee ooa) aaeeae eee a aoe ee isBes of aoeae oe i) aWe eweaae: fey soae fe iNia ian, aiaa oe i |i.aaJioo eeafefool. a.aeaas— Ya Le afSee ay a aWee ae1Lo a HB ca
7 _ a: Ne Ae | fo et AG | 7 | ) as ae a a. . a Ny Ve aly ae nm a io oe a J fe
& ne Ne ae i We Y Fo} a) . AG aa , oi, ee ;
a oy 7ee8.ii al oe i isl, once, a. is, a Cae His Bae oeiieaBe oo| aen ie eeee iAone a.ay eeofy “oe aeaaaoo. .oe Paice 2ae§ |Qaz | eeoa a Seay feoe vyae ai aSoe Peal aoe) oo aN iaae a aaa i i ane Ae ae a7ee eee a) eau ie aeae iee oeoo. Bi ik ee : aAM be ino ae as Ne oo aa Peio aeoo.a{| Dae aaeee Lo .a ol eeaWe aaneM a ae Noe ie a fo. a i a Cu ae se gC oe a a ui 8 oe ee Le. Gn Ae ie /syi=a:eS »2 ee | ie fies: aa oo :|. ae ur ce) oe Ny |)aie oei oe wt aes eeee i ae tagee, aaaefe, ooOa OLa oe el Le i oc ns iae ee MeCoe oe ae og oe Ne ae ie i hak \ SUE ow ay Gre “oh oa ae fo fo a Pe ee oo wl. ou Lene ipe ee Tae: Ce a fie: oe i a a a A ete Doe ue ee He oy fi a i i . iy un oy 7 a7 a aToe (Oe coayoo pes Pil iy aS OG aoF xee oe ae aae ae aai |a,lo ee aeaTG oa oe ,eece ace ay Be aa“a =See ,ae[a me. a He ’ay a, eepoe ae oe ee oe is ai cg aooae So oe aa ae a) ae /eeaae: ies aai)oo ere oC ae oe oe ee oo eeee ae Ga 7. |a . ea: ae a iae a Sscosgilinleeal “a te:iioe ve eeflaiees a ca Me aanae Coe wl a~~ neol, ie ca) Aa aa. a4eee Oa eS 2aee AVe a4ueae ok >aTee osaeaioe ee Ne aa|my vege fo? ae iaes ae Cn aaeae i—vee ee ae ae . EO ee
| He AN : a —— : of a oe yg a oh ad : _. ee aN a a 7 . : oe pal neil fFaoa. feoN a aa.ai8Dee ay. en. eoa. eeieNed) ae a ae ee oo.eucme a a Nhsie Fe ame ae wee eee a) 0) a oeue iti i lie aaa| | aeAsa :ee7 ie 4 Lo. a oN oe a ae alee soe or i oeieu aoo oo |kehn. C. el ee : en 7. ee ee a on ae ooomega =neexes gfOg as A aaie ilas ioeaHe Ceoeiuaoe ae We as |3lnoo A pos oo.aoa aesoN, a oy ei‘ieae ee oe eeeee eSee oe lla Lae gee ne oe: ae ae |4Me an eeQ~“ oeay oy val i 1aae mm Hee Ve Tow "Ny NEE bea eeoe hele a oe ee i le nehs aeMd iaa.Me a ie~a eas 0) i a2ayd 72 Se os Be) Ce Bi ae wa ita ca ee ae cee sais ee Soeeeotts ee Gs att ea ae we ay. ae an re ae a aay a ae ees a es ali a Le Le pes ae poe eae oN isa cee ior We Bb oe gry a Ge gd a a aeuF ae Me) ee ee oes gone Ps Se Si ee eeoo Cyoo NG a a Als iPNineaa Bek es Bic Pe coe Sateen a is Beoo aul Ge a oe oo eG ie oy Se: Re 2oepeer Saigs ae pete oN aes a. aaMeTete oO)feame ed . cioe oe La Paes a| NG aTes ile.dss ae aeaeoeoslo : aaeou en ifeeog ..piasSS Ne. oo Oe :ayssaepie ee aes ee alll eS oo > ae ae7oo ‘ coessae Mi5 aeeaoe va oo aa a| Beta a. E a ie seed na Tee: ot era a Mi pas ae poe mi a) u) — ES LEAS ge ini OEE a saan POs a Lae een! Mee awe Avie eenelig TF Be i OA fh BEE a Mee De Sei wee WAN eee i 1 Heiss Hs iba sree titets ig ais myelin ean in saith Satay, ae Da id SAIN cae Bon SS aN) ieee Hin Wee
oYES Os a kea8 i4aiANS 2ae ah ae oo oo. eecoeet‘8cae, oeneegle aaeCo ae a SON aGap oeaWe enAeHl Co. aeofiyaBiiae — aaeayoa isete aa i: pee en) ie y a ae BOs ySayed. es eeonal ae ooieee ah a aLe ae pe, ae a Opes a a ae ras a ea oeee F GR, ae op a oa aahee eoaac) cea Fos eee i aaeaeSeed eee ceOey eee LEE oeESLa i fF ce ge, ha1 ao caeaN a oe ee goles: ae Fe Hote gi aeeBea ae a Wi Ne a2ae a Ae a re erga ee ues ohoFaya ae 2a aGieea oa ah,aa Nita: fess Wenn aseee aie be PMEe aayseen eae ie eeHe ee aalcsre(ou oo ae Deates Bs aiee us eee a aeaBEE augieieaeEiFg a, as gs Cage a AGAoyOk ea ae a eeega pI ee Gee ge i a a ey ins SN ace vee ae aes rei os ae ne . oe alg i a Wee Bi ce one ie: ee Le ae ee ie ie ae ES ape a ae yaa a ne i. a 7 ee ie oat ae AG, ine (ae AINE: 7 8 ae. Naas ee oe eon i Ae a Nise nee! aan eeepea as Sean ‘i a voles _ : yee or a aA ie oN Ce nyaia ce eeLe. a ieon angLie ee 25 i) Poet a eeAa ae ae 4EON tag 2meea He aoe na| oe :ee ae) aay as line nee eS coteee Psi ie. Ce FTeoe ot co ve ee ae aae eaacal a en ea nnae ce esoe yeeae eres eal eyBa aoiM Br .aie anaeeae ae oe ce le re pe ae ailaHai i.erg aa 1aon eeieke oy Le ee oe aNe ‘: | Hu vale aaeaee ha a aau aLee Wath te ae eae oe sti eet aiHae eeeaae at areESS we eaae as aeoi ieelu oSiii. isileaa a Lo oo ve hoo —— |an Bi Uae 4idce eo ateks Sice silent ee oe al aeNG ieSee aaaee coe Mt, : aae ae ee tae aBe eee ae ~~ iE aUaese ne Fane ae Wo un oe ile aRil He on a)eees aea ak aoe a Me ie Coan ay oseel mi: oe Uae oc. ell co Ph oy oF aaee EeWeve a iVe ie ar oo ye Ne WE aaaMi ‘aaeyae ae oe : aerigs mee wae aeras a ae ae “oud eo 2ee Ps taueion es hyee ig: eee aoeNella iyce ey, ioeHes afo |ee ae aieaee 7 ue 8 som el —, egoss: oN ticane oe OS ee ae ieeGe Nave aeaaeYt Be oo ayaoe ryoO apot aaaBy |ae eroe Hee aeBe asisiOe ot oN 0)se|aeee ooainoy ai.taea8ny:Hs baaDrgais Wa OM oe aeco} ae ay oa See keiaee Bn eels panel ene o.a ae i:eeie eoen ns oa oy) ieoe iB ae 9 ieG ae oe AG ee eS oo) oo Die ue Aa aeAN ee eae i oe Pat, oe ‘ ieee eb co ek on HON ailon Da inSe aaoe Hua Heyy NA aye baits a Be Ay aun ea aeoo eeAey oe yl Co a aTe oeeeae NN WG an Re oe i 4aPua ah ee a ae «ioyaaoean He ce aae aHig.) Beeo aSoGe io 47 Beem ae|) fe a :a)oy oe eee aeBe ieMale oeLo Me et one ne oneerSve Sia annaieae a Noa ly oe aLOD yy ae aae a Hi eal 8aiialo. aCeoo aieae aoe @
7 a : Co a SSS co oe a 7 oe C 7 ly — ca) a _ a ee ae Won i ‘. "8 a a ; 7 7
Ne es oo ie geSe ocr oo ee eeant a‘ ayoe aae:i8auneet aaiaooaeie oN \ oo aa 35ee7 Tl aiy aerBs eis’ :oo. i Hil, Hh Cen meea| ue eeaaae st aeege EN aa iiea ye aaaLT ‘ia oe a ao oe oN ae ay beLe aeine mo hi ai!Miginc! SSer Nene aes ee ane ae i ies oe aoo ae ee on ee oo ae me ae~~ el aiA ee ay |es:aoPa. 7ooieS ce oe ama IE ne iaabe). oe oeON oo i‘.iHi,i4eos Wii/ ah sg teae 4 oe ie eG ong oeoo ae ceeg acaes Sh 7 a)4 aaee va oo ie| Muh oeoF we, Le ak7 1ae HE cs Co ao i, on bi ey -— i a a a a a oe ne a ak ok. : ee a ae a a. | a lee cue Le cc. hy ek = S 7 |es AM Ee . ae ee 8 ae og a a ae : Pe ta CLL cms ae i Se oe a mie aoe Nw oe oe re aay en ! oo ee 8 ae | a ae Ls. eis .. i | a oy oo AG ek a ow — sal Lori _ ee a mn) a an ie ae oo vat ce re, Oy Es oe Ei com oe ee 4 i a ‘ a oe Co age oe ae pigs ie oat, oe oo y ao ee Le aaee aeGy oe eae eed eSleay wiles ee| oo. ii: 8oo. Ns oh iZo ae oo foe —Sony, ie 5ee abso ee ee fee yee “re anes ln‘eae 1oe” ooaaeam, a Manag ier)AeA aes sii: (Osis oe ie a eis Ae 4 ana Leiiae caaae almee OUhg fe Co Sieba ios og Ces e ae | ea i 7... ew oe a ey ee che oy on ce oe ae et eg cir a on i o — ae oo oe ,. one oe an a oe, ce i re a ef ek oe om a 1 oo a Fe : :oY apine te. oe ~_ ES gira oa CU ia.Lie) | oy ey dale fy )Nc Po |xoe hal 1ele: io ooies Cen Pa co oe oo aae coZon oe on, eea aea‘. Nas aeVee oe itoo Se Poe nol ooof oooe Pa Ni1oc Lae ee ae i aale aae ee, _ne ||eB :a : hs i Lay, ae)” oueee . oo a aMa aas oa ene ae ok ce Ly oe Cecon a.pe ae Bel aasane aaa) aLeal oe LA scsi lke A) ael a~~ wen oh aa oe , ie le ae :ee7:iie:i¥ aaaoeoo — a a oe oo ae fe i> asl : pet a ae eo. oo Loe : La eee ne ~~ ree ele is mf a — Yt oe 1 i ete oF Lo of ) ee a ee en a oa a ae oe. a a 8 VaR a oo a ae 7aLa aan cy, coe oy ie. : Mn a otaliey. ok oh, aealee ae|Sifs i ty aei: yhaTe ae Hite oe i oo Ce in oN ie seoo Nalaaoe cara oh ‘ioo Lo a akoe oe a ae 1oyoeaaeUf US aaaoe oo. i ly *, 7a a,.a ne% a aefon, aS mm coyyayai) ee 1s adieoo a—ia.fhaeaeaLoe oo EM FEV H08 i ‘ oo is lovee i a bisa ooae G ie) anea ae ie |Sei Haale oleMeese WY nei oo ok oauae ro aclieaye a ON a es a ee REnE niesEe a eee) ih Ns io vvisi ae Jee ch ee le vee i esBS PHnee ae aeise breeareaPa is ies oe ce ia TEE ee ai Nh) a aePes ee aoeDeout i aoe te an ny a Jae Ae ae ae ta a ey es Be es ae
aeees AG asok 1 ee an oe i Wee ae eeoe Le. os ith A ie ia a ac eee ylee eei aa)aepeaee il Ye a aiaaws | —_ oo.AASTN ae aaeOe ae ane a ee es ooijaS aS awget aaenaeoe. Lee atnBece aoaeswy iiices aeeee Bees Lg 4MiApona Lo ok a ke aCeaDG ee fee ee ite ie Nae a_ge Hi Gia oeay ae oo cae 2 ey Bel oe ae ae oe /eeaae Ha acl iaaie te Aa | a) os aaa ve peony ee aenioe “ae yy He oy Se perce) Br agae eeee teSl aBice arent ON hyna Pe ieCa His oo etLae Higa lea Ehsi Ntee pealA Tan Se Aaa ueay a Tei a on iiEc pal To aye) ye ak ene ie ena eeaoo a is ales ae ae ie ea La el foe Cet ae ce ome ee ae ale ii as oe oe Sea elueae an ae aaPG ee ion i aHs Ts el aaeau fo Ce aaaoo cs aeeoo ve aa.aeCo ne vi oe pat ee4i veee aioneae ce ae Ae Le aoeaie.oe ae iaae|oH
)aaa;iasaaaogt oo |i:enaema (en Fo) Dh lea 47ae oe aa aoe gosie | es aaOX auo cas eg a oo ag oeuy ‘ eeae on ae Hee oe ce a aaAN ooaoy aaP :osee a Bee aae i oe oo _eT oy a Jo 4i,oo7Wee Lage oe He .oeheel AUN |ae oe f 4—oo |EN iwe oo _od a ae aaae cre oy 7 7. _oaSee) ae Do ue ae ih ae. oea/-aey Vee eb ae hglo‘Eon ii. a.a iBe noe lea8: aa7.eea [Me ae ae eae Stele Uae sibs ie: coe a eee Ce a a ae i a a isc, a a a many es 4 co ity i oo fh a, WE a oe inet a Ne oe ga a ae a pt ae a ae uh oo Bee
: aes Ge: a eit hy i) ee CS alere eae a San Coe ie Cay oe oe a Pe ON how ae a i en aaa eg ogee eee ila as ne a he Ce es ee ee iM ee ile) ae a a ees ae ae
5 ae imf ee Re i .oe 7a ok iee, i ai. aat elle ae oS i ars co iebe ieleS ahe iver ceie yee _aa «aa Y sg a \\ ae oe ao ” ‘~~ p7 Avg a -7 oe wow. .\ S| hohe |. i io ee rae: ae ey) oo 8 Hi ae a a oe B . 4 ie 2 ae a fo a Us ye: Sack ee . oe ae me ee oe . a . . he oe i. a a a oe fo iy oo a a a i) uh co a ne i. By Be po _@ Ts oo | a . . | oe Ve. ee — . 2 | a a oo -boag
isin ih ee: cilaae ani.ee oaHs Hya |etAaeLee as ie a aaeeee oeoy i oe tf ecg ce be1)a Abe Js oo aa ao ee Cea a alee) oo al a oni vibra a. aee. aNe ae ae 4 eeaaaHal se oe lat ae ee ot Nni oo ae inaa SePe . ayeeeeRE oe aE oN as Ve eel cea i nae anh tie Ha Hy oe Hae Ah Ce oe (is a gee a ay ue aay ie Ta a ek a ayy Hee Nae ai Cie eG ne ie ae a Noa ae Rae a Ae co ee iy ee ie Ne a Si ae se sai a Laer ane a | ae ae Oe
ee ap. Le Le 8 aan i iie aa(oo a. |. e\ a aaei, VA ieanne oe7 Hi a oe i.oo meol i ae (2 Yh ae [i Zl iiteoo | eoaoa _| aa£:: H Wee a4 aa a ae arr ‘ ae -a1 a ooae > Hi) ae_. 3oo ce co 8oa aco a hay ere ae: | ) Ve ; Sy me ike Ff if i oe ct, oe a ane ae. \ a hy ie oo fi oo ee a Ta a ae oot Li BEE a | 7ae ve ee ibe: ere oo— Shiai Se Le NG RON! ay Le NN Se ve ee i Sigh sae 24 aay oe a as UR eae ae ae sad (eee aes ee (| Gees EAP Eig eee HE
pane eese ee abea aee ae aPeaiC a” hoe eds Ains eeaeioe ve , eee Pe ae he ee ae eet 1 oe eeSLE HEE oo ceBEES oie eee SeeleEe Coe CSRAR es ey Cg ee 3an oaLae eeee a oo foaee pe aed ees eee sane | a7.ee ee ae oeOt ooeeCU pe heeeoo ieaeue Ce Ce oa ae CG aeaEa oeSaye :|}ae ae ye areas aaee peeaWhe Ea Bepetretis BEA a ane 6 ee A ane ! oe eeog Saieen ogEe coelyee eae ea || oo yeai Bs RS. Baa SoA piped
a a AeeJE ot bee ( oe von. aioeaVe ee te aae8i7li1oy ee | 1)Pepe ee | a iieePenne eesate ae tEe Me ie aLf. oooe8 ee See2 ees ae ae ee co aee ae a ae : oaoeFfeee, orc ie Ae aera iSESS URED AEH) Sst eee: abe se ig Sas Vitae fe Sane ieee ER WN a i OHO ASH Sees eee i Bean He ANE eee PUES sao ey Oe Whee SA | epee eae pee es cals, UB io pie eT aN eae ly 22228 ee ce eee LEE ABP SIE ED EPS Ur De *
:See a ee ee ee i)see&@ Poe cee laoeaeae aa ee ee St Lae ee LM aoe ieee ay ee | eeGees eeeeg raepaueetra eee picae To ae as |ee pe aa. ia afF Lo.SS ae Oepe ioe uM a EERE Beene | Boek as (erreee teeneee : Pare eae pee Ree eee eaeSe to—aioe aed Se sg: a aBec eseens es hes ae Da a Iae Beran oe| eae :wes) Geet ee
ce 2g oo ee ee “it. oF Ls a ot Cie be Th ee oe a Del 4 ee a eats aye
HCE een | a es ae EEA sere es oe De oo) ee oe peers Fe a ide: ine staat ei) ea a Goatees Bony ae a ae oe BH | eee 3G es HS Ce ee en ace Has Mi eee oo een as pon © ? Pen E ea EGE a ee eee aoo eeeeee 1 Cy evant, poe Ge uitiseat ees oF cn Be Br oe oeRS ee. oeey ue oeCss BAG oei|||ee oe ee | eeeee eeee| oe 0 eee ae eas Te oe ae neee leeealie ee iehas an Se wa ee ae |a.aeeae oe ie Heres Se a. Be aEES. Peseta ite Penmaes oea aa | oe ae HP laine eee et eee HES Ege aePaton) es al aee an ayo egCoe. be a oo 4 Lee a.oe ee eens i Me eeeae ceeeaeetees sre oe GSee REprea eeee Rennes aHL oe ee i. on Rae aaTee See aetieepettea ca pod oi ane AeCone On Oi ooee ee BEI oe Se a4 Bast cas ee :oe ereseee
Ene Beet ee cee eespee, | aPace pe ES Mie aie PEE Aiba. jee esSeOe in ae Seai aoF. EL Peece aNEE ue ue i oe| Lo Fea BSSOE RESae ec ere cMgas Ie Heeee Seated eee ate We ii ee ee aN Petia sge! PUA Oe SiSER TS geLE AbaEat Leice ae as Baill Oo BS: ne ROSA soleAS a ie aOEE aee oe Se wenllig ePeles Pg gehice SEE Hee serrate ie) 7eee an Fas pCa Ve oo per ice ae Sua aees SSS oa eeReet? ae:Pe ioe aa cong Beiter idaunnaan Be Css ve |,Ce Fe LO) a aes eeeGacs, oan ooCOON aayHa Pe Ln 7, =SeLa aoes caiae re PE ee FeetEee aeiets aees eae zieeaetite ae fee pate Baie pe | a iHEE Uh akeee SON: MOR Ceee ASN OUieDies eeeaBe pee ile nhi ee ace aloicc agian lo.as Bieae aSe oea2 ot essBoe |tee Naas ee ae era SEE © ane aeaanne UEEMEA acne pereeees aaa oe oe Bae eeasieesee ClG ae aeBoSe an Lo a ee
oe EE GE eas eter gen ie ee es I ee Te ee Ee a SE ee fe ue .. eee een oo a. ean aa a we es ena aU a a ee ne ee
oo aoeae eeeee Sia=|) mar ee — okiM NAW —i=is oe oea eta: ee nee eeee EGoe erent oe Se Lopo peCe ag oe sami aileae a vee eeee | ae CS te ie oo feoe Beesley oea |a cee ee Oe soHale:me rome ae os CU—— ooaiaaoe a Ce oust osi... 6Lee i ai _iat Oo eeeeanSe oo ”||eeee ESSaree aSeeafe|
ee ceePee ee Noe — a=. Bonne ofoT NP pesemazeasa oe Me ee atea) ae Ay: hepe ae a ceenoe es «||:Esmeee Se . |eaoe Ate aae7ioe ee A ~Il ee = oo a A cre , )aoe:oFoe oo eea7. Se a HEE Es ene Ee Dee ie enias ae a ae eee oe ca ) oo Cais a ON I ie ees a ee MU Ra iin DO ak ‘asia ak, oe ae a ae Laem ee oe) one a Eee ce EM gee oe ee AUER
Paeettes ae ESSE SUALAGEE atte Pcie esSiereneae wete aee|.eei aaie osae Co eeoeayee i nee uly eee aaoe ae ber ue Lonny ceOeeo: \eeaa ae | SPE Welnip. aeaeete ae pies eteinee eS Ea teeasent ee: | ee aae aaaaa Clad aN pe ME AM SEAN ae ee | eee Me552 APia epee ES Peseta pica as Esee seccreraaanghtieen sc ieeegs EES iia) theone oo eee Ua Gi eee heer eS Haseee Ata aeae CaN| ae ae eee a fhee eeeoo Ps eit ast Aye Misi a eR ee iaheWee) Ne Sl ee meee JERS pane aiiien ia eee cee Be Eaiearneee a REE uneeaes prea: Te a dan ons Si ie Oe ok 7 a — a oe ak a 1D) ees Ue be co ot Bh, wed ons ay NU i a, es 4 if eG ues : Bene Es Beles LES etd AUMEES HEE HAIE erent HAE FY ree Bee ee ae) ath kee Senet. ha sn Ree He Sane SO GE soe Has a HCO eee ae BOS a Fai ie ee rani Hs ac anemety es EES | eae Bt oak oe Soe
EE eeeee es ee oe cee a ye i ek a.o aaeay=oF a| iae ooa De fe | Lr) on aiooa. Sos ce a_ eeooioe2BES cs eye Be reenter a EES ee ee eee tt eM ,ve> apea”Lssf os Ce (gee Se ee ee aEee LC ee oe oe ifeet, a!be ae ao ae :ceTae ine See a EE esae epee He a_eG a Tonle afe ee ae Wee esMAN Diao veda Oe per eee HEHE eee Ree teBar Pes Perea anes ase Lo aePe Us ea ORIN heeiee DeeAa! Sut hoy eae eeree eece) | sll i UCU NEae aeee Ree | esce | Eeeeee | iis.Lee se : feEe See UES eeSee of Boe oe i) ON oeed ypeeee7a4|7ane||aeae aaeeeueae aet ae VV ne og |Ss, pee |ueeeoe oo
Hone aead Pieeeeene ee 6i Pb. aes ae ace i— —gia eegr. le yf Py, a et (UE eneSoe ee || ee ce © tees ihe aeaSefee eoree eyfiaa;ee ee oo| PE | os coeoe ace aa ae ee | | ayes eepet eeeeu ganache aa ff eo : eae ee eyeePee ye oF — aeie ie, Y ~~ — | Se
Fa ee eae eece ESeeTee fF ean ul aane aeiauh peaates oy |ae oe Soe ae te PITee co oo) | i Ba Be ipiacere aur ae. eeSEER PT: epee aeRae Te bee ee 2Stt aint a ey SE as aeeecee CePa 2a:ffrpAES rerereee a pes Foae yeCo i i Pe me Shee Be ye need = Breet ERES fT eerie aie tae ceeeeae pees Ee eeee Gee Sene ee oe eee oo Ts ae itt tees altLe rfaLe fF Coe a eeaoe aAa ee ee eee pit TL iaieciatha = 2 Re! HESHEA See8.Aus tea Siesta PoE eG egoe eek anee ooen Coeee oyee ee Oe ico aeeee a. ORES US yee: Ce ay ieee cigaee ae ee cae i se Speers pea as aee aaeBiever ee ee rsee Ve ae ae ore. a. Ffye. pee ewe Ss 2... i ee oe Gs ey ae eeparr aeSES eee ae es ies eee ane ae as a a oo ite oo. a 1 a (eee ELE So i oe ey Co oe ri ae a ae tH iia eee EEE: ee ee Re ae ne ee pete ase ff Aa ct ol cig ee A a : oo eT See ay oe. ee EAE ee a ie ee peal eee URES BA a ae SeHEESIU ES PE JEESESH ae 7 PIE ee eeBeen a oo ape Sameer eae Spree Bi Feu a ieoie ee Oe geecy a oe di ae Sie Cie i oCee Ceat oesoaren oe Te aa1| eee ALES eae HEES SRS oe naune aueeBaas See ic He oe i!a Lh 7 a) a ae eeeEELS eee NUR He ee [ e.a lie aeaCar os aaye Seea ERS | Sf uhhh aerate cent a
eeeeBea4 a. ee ee ae‘eeee Sa ABN ae: |cane eeacn| eeog |oct dest eee a Be ee Dia LS A Eee |or Ka eeos Le | oe ee ee es ee SOEs ow ee oe ofWe Lo aUNS aeaon Peea! eee fsae efo. eee ia Lo. ii|ee CC alles ee a2Goe he pane eea re eee .aeee ee AED Es |eeiit i. oe fe :ieeeeeoo. aAe JeeBNE ae ie oe _ee rare pees i.:ae Oe ee eeeS 1etCN esree pee og Le oo iaaie en oe Soc Pe, mat eeeeae bette cee Fee ee CEE eeeLEN — (lvl | 1L, Mioe Ba ee7.oy i, oo EUR: ee Seos Ba eines te i ee oo. hae Ae Han ee Hagorate “: ee BOER ISCS Sea eee ee EG: ee ae WF™= Ae ae Nee Wii eas ae ae) YO oie inosine ee Cis es eet He ene ee rt ee ae Al. oo Co Lo oo Bs i a ag ge a oe ie : oo a dee aaaaaae EES ee a » Qaee ceee ila oe 2. Sane a:£4 on 8: we Cees aHfae a cont oy 2a as 8 |pie es8peers | gg 9,eewe de a tis iLaee lee oe 4ee ee Dg es ao ae as aeeee ee ee ee ta. eeaai.a.ft oe be oe ie a ae “4Paes ioe: a aBre "osVE ibaa a8 ee. aaBee ee ee Cee iene et aBe ve Ly oo. ec a aei MES in ae ee | Co ot oeoF oeae Pareerereeet Srecete eee Eel gue ae fee CREE AES LEESOCE ES eaiaratee ee ee! vee pees eRe Be Ge oe aN) Aes ceuin ea eet ae A a ON es seen Pau Bas SBS ESteen Ri HW a hae A ak San) LANE AR re Fase alite)| a Satie ares || eee ae rnin EEE AYES betes
EGOe 8 en a coe eee its ae oF wy io a ‘ae Vala oe iaeeBear Sari | ee ipeee es or La Le ro 9my Led eeee ee apoe PRS ee ee tC iee aee |.oo Se ooog ae ic eo ee| a|Wee Lh ae ae aeog aBe Ae eee iBEE oe lkoe 7aAe oo ae eoooo oo ee ee EaeePe ay aoo Pee ieee hai One oY ee \a |aOia cae foDini: ae oe eeee neea| Bees ey ee ay,eeeeesES ooee i jlLo Seae—_@ oeMy a eT ae ae ae ae be a: esoo a ae Wes eees ineee4afeaeteeee eeeeens ae Bd ERgGUg peer eeed Lee a ce |if, | ee Nieeee:aeon) a aCe WeMo ones a oy (iia:
ereHEU ae fig pecan canned eeeeeePAR - a ae . .TU feeyeseeealLaa i,org e aa ogi ee aa ae ier: eeabe Nigaaeeoo) foeoy)a Bae 512.a uk SNARE eeeeerste ee ee see RUes RECEEES eee a ooae . i oe Te ee a La Biot es Barr Ub ao au Meese Seeee i eee eed es boyete pe le ee eeaniee sender ahah ee
Peeters EES Serer DURES EE eeeeein Barred AEEJHe DAMN Soe bale al a es he Ma ae.are oe ew ee a nsA, Peaee oe on ay oaanae iAye aA pa ei TA ee ae eee ee We ite tet easGea hac mal ante eee Pecan A ieeees ree SHEE 7 Piatt eeeediet es eee 2HEHARE | peepee eed iy yoo. LV gree Bes: Re Tae Ss ae oS ae aae ee | EEE apene Ae: Pausini aBoa EG ist Sieeeee tas rh oiFf leaasee as ieney} ley ee ee eae Co a me He ee ‘ies RE Gel SEEES eee fee ae enters enemies Wise Co ee~~ Psesi oe aRee ie oe ee agaae eeCae eee Ws came aes easEe ae MUR ieMA TNE RES SEES Le a oePeer aee cae ee aeHe Lo eelh|See . eee es(oy4Me 1| (ott ee reAE oe vee Pe >aieaw oe co Dd ee a|oo) Beaee oi Te Jee ee ea aesMite SEER SEs pete Ae: eee Sareea ps aeCl Mic: aaioaRue ake Ne ee eae ee ati a) ee ||ad Gs 2ig i ie ee! achit bs nt eee as ee ee Peters asciences Ge ee ae ae ales ea aae ae PN OT tah Dy ea Sates tere Bae ee ee Nee fgSHEETS Ane coy peeree ee aes Soe seers SEES ee PEE aHHS Sa aae pala Cee oe age ee) naeee ae A ACG ieee eo.oe oh)i! oo i ae geesoe EC AR ee Sy Masons niet See: ae ree Bi mee SSM © ceoe HEE 1ga eeeOe ‘Nees ee See fe ae ee gs ae a : es a oe es oe oa b oo. oe oe PM ee Geers Say ee a ee eee ee oa ah eee 1. SN ia ee oe oo « i yo wy fo Le ne Se” Eo ee oe ee pee Ere Abs Bee ees ee erence HUGE Ee ghee eae ee hee “istic AGE ic of rani pol des oe ae an a a ae = Le i li ee ee Sats ait al we eae SERED ES ce ane: eK es Es ee bee a
pee a es = ee ie oe to a oe i e (we oa : ae oo oe | aor ge
bean cet a cee ae pees eee ‘aw kisi eee Le tee: oe Ve. en PROSE aes oo a Ca eee aS s ae ee et ee | gy aie
Bae URINE Bh oe ue peas HE ey Bae eee Gee see fate ‘aus acon situ Cisse Ties eee ea Ae Ren 7 fas te a pee, eran eee oe ve Wie GS See, ee Ne oe aie Peter fica We Pa eee oe gee Ea et uni aR Per ae ae
TRIS SCBSE serene Fie Be Na Blea sag iat iaen a Bo i a ha iee a RS a“ LOMO aiiee eee ne ho aIibaa apie Guiate He~~.” Steleee Mes Ee ae pugieee fees Pa ee SHEE DEN ee ee EES pan eM eee Dake Shel ieisiviaad IeeeMigr: neaae Fa oa ES: Ce aeae 2aI nen eae OM Paeek aen MER iain ERasiie {EEve seni "es oo aoe ee aesee Se iy oe .— He ai2} nt Deas jstese a val TeGunite oan Is ee oe aeee eee BF ae BEES EEE ee ee eee ee He Pcneenien pe Maes ales (ee Dy BMS gnee oe aion Lo ee: ee a,.Le gee ee LW ceHales aepeega|aey: ag penetra ee eeean aeBREE eePiers all aS We iSN iil asalen ieoh oo Ps gititien auAiih a ae nM ously aeataoo | ge ce eae aeneURE ne Se: as Rater eae aes pepper eran er:ETE Mone NA eesree IN MN ale: aainCais OT ByayGi ee Nine od igae csinl eae es ee oe ee PN Ns me ESET os NE Geigy, Sore cateseeae ENE pretreat ees AN RNoo onset UL COAbs a bai ae : oo Cae ean dati acauen yyee aM HN is‘sh cianI: Ny ..Mk ee ESE Ua aes aaa eeu EIS oeen ag EEE Seer eceeeesce | Beeee eee RUB pues eee ieee, 2) ia il pathic poi in eee PEE cet eeeoS | sinned co gaNen tania ma iaae — | ae eee eepeices adipeer DS Wee SuSE EN eee meets oe ee Ea AR) fein og a iano es im ee ee |. Ue anes ORO als ~~ Ce WE Ne ee ee ee : ee aepierre poeta tee ceteaeheoe eyaewebu eee oe ee PERL es oo ee owe es aeEEG oo Mee eee a oe ia Peso: innpanloay Ee Oe Saree a | aie sn Ceeeme Se :Pee cc.Naoo aSaaEie eau te ee i Pes EE oes ab Eeeee SRUARIR SEeee AOHEE Eee ae, liz Wik aK sivueleusbepbeiet UREoo Tah me Loh le a acillt ESE a aA Ce i al awcy eelea | 8 ee 5 gh ees Bini ©
eea)i oo a i. i te tOiE aeea oiseae i a.Peeeeei aesasoo aseee — LD melille Oeseuue ns uel: eee Aeee peepee Pee ci eea.eeoeayaeag
aes Beata acAeipeatenne nes HE a. fame Guin. ee ms jueseaeee eer Alb re Dee 8 ee aeecee ee Sees ee ee 3ES epee: ee vis ee Re |iGs 4eeoleMies: at ee ee Ae EareeDURES eee eae eeHERE eee Wig og a nae eeHonea nejanes es aae Cee Sola ee. oe aa aes ee Ee ae ee PeReRiGds paneer euede fr gear rents bee ae eeBees ce seg geese ‘sialic ai aaa aaogas eeEEE oeasoiree eta i Oa wy |tee aeny ere eos SEY ees Fer EEE EEL divi BEOER 2Resnieh Pepe eee | eee Sarre yae Btoa tr cu co eeoe Haina ee fran We ee eee epee teee ee | eee eee tora etree eure feoeeenenee ee EES sna ns ES es eelgae ieSCI .m eu oo. imeee oe eeeeee ee Sees er ee hd EES on BEAT EEE & eeepeer fag figg We Es tos aeaoeee peers ee acc eece a a| 1Bae a i 12 aeee: aa [es eed eae her ellen ciate Bsa procter! oaJEEP nA oe POSE TES: Se oe goes aeGee peeo poate SHEEE pas innit eeak oSeeoe ae es aoe — aeS eeeSee a eeBeira ee aeBee esESE been Serene pee uine ee PECREEES ee dpatee in EEE 3Paoe ee bee ee i cscmaun ; ig it Toe Lae ai. pe aeevee tee EERIE eet HEE MERGE Bog RE nett SCARE EOE NeEe es oteLe Pe ASSESS BEREHES peacoat eet AOSes nt ee Oe Sheae A ee iene Ca Re a HORE
ee ee SOS feet Fe ee aaron EE eres Se eae ate eee ee pec fee Wee ue ee (oe ee era ge oe |@ Nie i oo ee Eons
oe ae a a ae oF oe oo. i eS. ee - Os Co oe —. noo Ce EN i oe ee 2
HHSECUISSERH PSEUBER Sgt a st eas WOE GOof Ba Ns Sse i haeae ee Nae Pages Beeee e | eee AeGR | eee ere Ge gee (ON ED OSE Set||ENE ag) jose ae seneaaninl ltie sil BS ANTae RENO N BES MA | oe oreeeee 8 eee Bay esterase oe PESTSeeEEE a| ee) aCe oe aeee oo ieeiOs ee Aias isco 53iC ihHoye eecesEe aeOe Oe Poe rat: voAEeee SHR Ea pee) oe: es Pee oes nes iaege ee Pete oo oe He iain Re aea(arene ge EES Peper emery coee Cs eeCen asihe iaBe ba oeee oesOs # ee . ah eeey ee ese agues nee one ewiBe DBE : OE aig Sa Ne aaeee Une es Ge ii: Le eleEe ae Taie ee TS an Het en Ce oe Hee eeee mo arsenic inceocuomoicin eee ae eed|Cae) eeen |dest eee eet E,: EE ee ae NO GV ee: ce Ce asaa esee Sa ein 2eescoosiecareiinrouniw entaten Maven? aa ee icbe. Sa iae ee aa AE eaene | ae is ore HON eiee eeeA HOMME ASD Ee pens siouninenniig eeeae ae ae |oe IEERE eeeee: ate eaeGee thie ESe eeeprea 0 ay eee Pete, ee oe baniae OeStee enon,i MG ae ees yen, GeceOOO Ne ee iEO aN at ice Seah EERE SNe sant ohio cs en elliaas ig ET i ee eee || feee APee oo ES eae Heniytfian dit if
ee a Lee ee ee oo \ ee oa om eee oo hy Vas | (te Fe
Le Ateer REM R R Pee BtWee ess | Be ro Cin ee ee Sia Ca Ss BO Re, SenseusPee ae aaBais gteeonI| sais ea ae eee NRRL CoSON se NM cyaiihsassis oehe ar Nii sonnel Bene HEURES HURST Re rarreeae GeSide ee Mo aSaleiedae a i eeBen atsmeee ees “eile uginnenn see Cee LS ee ey oe es ia| aee ee eMLONE HERSHEY ef Rae vee||ape ARAN Pepe oC aNs LOdeg us Ny a se os a Giese AGUA aNe ee IS ORO ey) eeoe eesBe) aes Ge eens ss ere gine kee intseeeaNeOuNpae ee: eats ae ee oo IME iges SEHSHARE ary
eee Pan | Be caaS Oeeeih aeaeONE eaSO GDasae OE aiMe eees ane Aanei|a SU aeAe Cee Paik eoeees 7 \Ue ee i gas ig ea Lo Ct) aes aera Erect eee we es We ea| ee OU oo. OR . | Berry ee “ia
ee ee a le a ve > Ce ee ee oe eee a | eee ee
ei ere bee a Say ee Nae ee aeLS ee Sa Fe aLee Nae Mies ‘ioaee eae aePHOS cae Aene eset a Wes Pe Tea Hanae’ ee —) pe Penarth Ee ooRaeTis ae ee aao ee Oe DG aaPas AES kiI CS wy lL a ge oS Tato Te eeeae ee fiend LEBEHE Eee ee AsiaOE aeSe aOe eea ide ae eG ISUscl lpEa cae ee ts, ile Pe eelelaeon Hae ee oan; He eee) Fu |ah aBEaay Ce el sea oe eeaii Ch ils hake egeoNe oes aauae | PE aa Oe its He He PAU Suey ety ey aOe eee Cha Te aAO Rr Sari ge oat aeilSnes HOUR RINe Al Ay ea eae ey Ee Recs MN Oe GeeTe) oe ei ae Weta Eeeae gat a: oe eaBaie eea RESi ae oo aes ae BESgeet
eee +le °Sake ohLhCy i aes -. oeao Lsawe oessae .eel oe os rea alee Le eeae oan Pele Pei ane) wea ee AO(7 ee:ee Ege caoreales es a eesuman eneee asree ae oe We es a EEE oe a Ce spiny eanccen ale ey aan = a. ogee esee Ean eae
ee tiv. ae Poa a Nt Mg SE ni ee | ee
FERGIE US ESO AT ic We RES Ne ee Teac Bes ee peices Pe, pene ate poicanatan ss ON a OE eed Tee CUR Ge es ae il Sis Se ee Bees eae Se ie ea eee aes PSE ON SE Bae) eae ee a oe CALLE
ee, oo i eeit :aon. oo os eelinabnroten Oe ee ee oFeeseeanoantoety ee Dee oe eee oeAes ee Oe a ioWe te Ce . cae oe wee Se Sn LEE ne | a iz cs oe ew eo. LEANNA rathare ee i ae a. —— Sed ee ‘ eee agin) ig —ae [eee HEE gos DEAS Be eeu yaaa ee ee aa Re aR: ae eae TON UAD Ue ny ate ee enna OS LES Ce ie ecsiectetiacteeedatL EROS sus ea a eo i De ul Tee teen a py EEN ahs AGE oe 7aea wes ce. Iei 7a aan nenneneem minaret pee eee ; aON , oo Ne oe8aseeee ete ee ee aee Mfeyae a(A pSa N EeOeSC eeaaNs naee “ aFEN (ifue inomioniey eM yeaeee a co a alll ee FEI Mg eee ee ; Co aH SAE ee ae ee i ees Geepear panies ee LsESET oeSS ncn ee aee BOs oe) aSae Minedeo 4Ci eesus, ee ee i I aa allae a |pees." acone en ol ee ao oan: “ Pepeerestenri Eee: ee a eee ae ils ees ee ee ce Oe oe ee we ESE Lait areas eeeYL weeee i eeAe ee eG) OEee aa eesee eed Ns ih ee eee i i aacuisne ae Seal esee) ae oeen i NgaNY saiivieneaiiiyg ee | eae ee : ee on se onumaa ce ee icommie aeMose Oeaesoe i ee ee tnwmin Feee ye a ae oe aNiiiLL co oewes num M eatin is Sah lyaeae a cf a lea. i aloe - a Se a reece eeeee Pee eer s eee: gs eras a ee Ce eggese ttcarymnenete HUE oe See ahonn kcal eerenee pe naarene oe eee ee SA (ea nati Tee an COCLo aie US bee eteesy Je Ss Te aees NaeAe ya Aepenaaiaianciniill Boe ae etea a e i AToe EGS pleaenn Me ge: Feeeoe |.DEEeN |e) eeSssett Ce oeaceree oC UWhiguiienie ageei ..See esa ooeet eeeeeat eereeannaiene Wie He oe a EM eee Eee ee Lo i oe Ue ae ME ay aie ae an Me a ne ee ci aa co he oe Was ae Le nl ann Hero enltielaeebi none eee oo ee ania LA CO beeinrenemmviot) nlite renee oO ce ee ae ae as i 7 eal ieee eae PEELE Barat EE a ey Hee Bie) i Kanu ARIS IDN IRL, ane eesatea Sua ag LL SRG ee ey a vee a LN th gic rae CE Gy igh eee rena eee Sauiuniny BTU saa NaS alibi ine it) ae SOR ees nes Ce ae ae. Pe ee He ee ree PeGEUS
a oe oe pe oy cement re ore taileCe ee oe earnest ae es FE Hs ns ee a aee hos ce eporeninat ea Minny ee ae ee A deNG Md ements es OMTOna UISGy gs ‘ oe| ew eeeofaenD fe)ons gan| jill ee aSerta HEoo a ceae a piston Ae ae os Dey | ae ae a a a FC ——— ON ates | ee aR Cd ea ce Be es _ wer ; a Oe Ag ceaeear ore nm 0) oPCa0ea es Le aCe y ee ee i.esalve Oe "Ne aee afaMace ee uN - oe a Ul a Oe aee Co oeeet oe a es aa Ge Sa ee i aae ee Psi os nee — ee eee aa. aTe ee1) BL at ay Meee ae aae aBe Terie? iea aes Feul ea GEiee OER ielleee ae:ee GN. tee oy eee aeCe eal ek ooPERU a ee aa ae ee Hl Lo Ce aaa Ne ert iB ot:eeae a aee eshe, 7 eee Cee Fon ee aes, eee ee aeee Ce ic Ge DeGey onic, permet Hiei Ce a ateegaae ee: aed Pee a eetes Saree dee a Uisonmbeaneas iy Pe eee Leen DO ia ESOS OS OU 3 ae ne wee We > ore ce en i BS ce : ee a Seempeseni te a aaa See a OT ie a ae Fete eemrecerate EEEg
ues SEes UDR NOR aeeer| eae ee Wee Ae Vee NONE Kaeaoe EINES sae nS Ch Os PMsbiee eaeaaeGeae Beal AEON ga Mee Ba eee ee Rie NGseLee Mg Was ON iiciel ay es eeeieeeBESS ; EEE PGES Riaparrss) a) My eee: ae aaree Plfee CMe NEE CUI RO CNSgs ia alee Ce eS ae iun Migs USeeAE es .Se Aeemer aS DLA PAES ea Ne SACU eeRea ae oh ee ee eee |e aane yeBe) ere asae Sve LO Se Ne eeieae eePee eae oe ea hic itegeen Seen yah ig ee Ce aTAyr eee eeeye: igieE Meer Loee eeene ean 8 faeee Me aPe LOA bas eo ielhone a a)eerapee vas erateae secon NGesOsCee Re ae ae eeopted sess ee hee iNer ioca OES ey suetiaa fpareererrerce aa)se ce aah. :i.LAU ati ei a ea a Ee aaa etleae Ne a) SEAS eos es eeshen ontlen og oeNias a eee eeHee Sees
i r,rC— A ee ee ea: es Ce eh a ge ee ae : ae Cg no oe ee Le es oo Ta ie ae ae oN a. oo. | | oy ae ye | _ eo fo a a 7 a ee
Ll a ae aUg eefoee, a0 ‘aay ae Le EE i eo TG soa alia: oe aEeasoe. ooeee5Coe ee ew ee eeeee Ea re oe ee iasLy eeOES Ho) PCO oe oo ea ARMA Maa aI ate Ua Wiis they ater ee u ee ee ‘ih aee Paes tiaai een pee eee a. De nee es aea:uN aie) PAE CkLees eeanh an (Whee a.HAN oy OI ha eG ee eenyeeaa iCyos Oe Oe ae SECU Pees ck) AGAIN aaa eaePOeave aAda peey) aan neLeCes Wa eeaeabe ete Peer raatga SEES eaeoe ee ue CSO ae ev alullicuiaseal 34 aA STRANI Oe Used Ee ay Sane eteaDEG Fait: Nee Recass aie a ae a ae os ROA te cae De, ae SNEOe oF| ae SgBe I ee eg eaten
erniea SOEs aeayA esaaa ae:Ce Ceeeer a |LE pu meea aCe OSEee vas es DOs Le ston i lanl Oe aRee ae Calo has ae iBe ee oo ACG ay nee eeees SS SEE AN es jeiticee ee Srcee peeera Saern SG ee eal aVen aA Jah apNae Mg eelee ce oo a. neaeee Ce Gries aneae vay oo es eo:NG ae esoe eeiirre eee eoener Me ee eae be PT Ae DG ey ae co ueesrnaeed eaeaan eia Peat ceeG Ri aiieee Uos8stTe Mace Bey RES ei oy Cee ere Cini ENDS _ cae ae SENS Ho oF ay aeee Nae De, EEX eehs Mane Ue Leg ieee ee :a ereeyPee cere Meese Re Be een) rstCe ee Cae Pe nieie alaoegi? cee aRipert ee oe Spin idan ain Oe CNP ee Co aeee LUGS OIG SEG ieenoeee eebia gp nee Parana ee Py eee ee CEP oe wsren ee aa GRR On oe,Oure es Cy He ok es CO eae Oe ee ote Borers aIeneesOE Neees are eeapo ak Gn 4Oetee ee aSisioneudis Pollen Soe ee ii eae ae TE ag: ok os a Seo aeLO SySGA oy ee oon eeOg penne
Bini ae oil oe ey resa reloosan aie| coca Pe ey oerEase h Ce er ids oak wil " MER oe|e aamat La Pane ON ee Ue nee ge oe Bee lhl Me eure tee FE HOSE OG HES a sane oO AS ie cae Wei Ay ene beet lannanail or ery abode aes NG aa Sey Be Ges enae geen EERE OE RS tg OR HOEY Ne ae aa i ig EE iene ES ee eecreate i| ae we atw shesypieee Vhwaiuipnadely esghee iEe stereo emma WE ieBe ages ee Rega A OO ecg ee oe EE eee Picee aree cee BO 4ial De sueSs oh Cee asinoboe LMPe ca Mg Da CHORE eee ee | Se ca aeae 0Cees eeeemee ee Meee Brees | ae Bim Rees vanill aay Ue erereEeEE EPs Cen On TN eee Soe ae Ue roy eet |diee oe aesaes ee oe HWS Een eM ae eeoe SS ceae anreeaee eee ee Dee bo eeeeieae eR OO Motor Dee iii oeseOig eT .Pg oe TE eae Oe SU teaeeee co. eae Oe ee ee aa) aeSG 4eeaM abe a. aleeaeea ioONS om oo aa Voie gape eeeeSee ne wie sei iBae” ann SE ee eeee ne
ae se 71 Coie SS a es. a es ee Ch oo a Ve Ldie 2
eeee eeee a esaan ae oe ha AN EE ee oe ate aeseos a ae aoC. eee ra ceee oe Ce ibe aaa eae LE alegre a hebees. aH Ca} a|otaaoe sing ES: eee os Soe Oe ee oe ee Berrie ea ale POSS eaPiokge age i)ea a.cpt, celle) eee fee gsLM a cies aeoeee iees aoeoe) Ty afae aA a arcane os 8te‘cues a| Aeee Eos B ee PS, a. (oF coe a,Ne LS a .leoO igaa.ae ee _ a.oor iae, Ce xOk aeii ee aisBy oo,oeaeaiiene .geger Te.oa epee
oe Ae ae aeeeee4oe SS oF :eeLeas:oe. :eengesa. ae: 2eeBeeals eee Sea BE coe ee le ae ey:Cee ee aa ae oeaoo ee— ae aaa ce a) haae Sa Uafe oa ee iy oe"oo Oataaee ee Jle ee,aeg Uae i Aue feos | ey Gee Eeeaet cet ee Renee oS aI ee .ee ae ag ee Oo fySa oacore Lo 7Bey os wn pee See a eee I on he Plea Pass a ane akUN a: eae msi ee ai Lae a |Lae ae Oe ee xf acoy. aes ae HUES erect aentae aoo 8Wane a ee ee ee aM aoe ee ean avl LiGi) Vafeesonin eee ey caoer S.a Co Ce aeae Re ae RG op Bn1iae ee) |:os ele tea ate Gen a ane Gia ee pee etiSe te Bay LfHana oe ge FeSe Ns ate hasan ee aTee Lo haa Oa ea ae oe pe Mees Ege ee he Le a a a ee Ve Ue ee aa ee os ens get. ae o i ik oe a fg ean ee ee a) ee us re Toe en ee ee ae an | tee. a eas A es a, ot a ee ae a, a ee a a a OO ae os ae eee Ege pe ie eee a eres eee ae se Sole epson Hea iis a ENS ee i oe en ale ee ae a i, oe a ae TO Psy aM Sf | Ee om J ee a, EEE BE aa fe oe a oie nies ni oneal en re ertas a ai Cee Ce ceee a Ca ey Tes) aN _.Ce &eu bee ee re ee ae ae ae ee ee giles aaoo i: itd aun eriee a pee a a ie ccc es eae Co : i se ee LS eat a a i Lo oe ee ne EN ee oe cores ae Me A es Sota HieeG ee ee ane Assos ica Pe cee on nee Oe, ae TEES OG a Ss ioe Mes ne Ae en a eee eg ce ee oe) Se ae a 200 Se a ee oe oN oo he nace TO ee ee ee ee eee ao Ce (ee Oe a a Oe ee \. aa essai ecg ee ee) ee ee Ee esee Aa Whee Wy olee |ye OKs ay eG Ta Ee aON aeea. ee MOM Migs ice: ee iLU GAMee eM |guage ae prorat Lye eae aeee ee ee EosaieRENO ATae ee eC Ew Es eye eeaMs eeBG isNSS pies ie IE CSS Tishises espoi inn esUU [hs aeGh SEH eeepeers ee rep HBSS eeealos |g) eaCe See Oe ee aa ae an atee een iyeeDs nt aTale ca! ee yr Mes GY aeOn SIN, etentonsi eens eee ee aeeeee oy ay aGEA asauce Ge pe anes Eau ren eee a ae ae aoe ce Cs an . eins ce a a a ae OO es OMT: ea al Swain Eg ess Ce Nee | ve. Se es ER aie E Eeae Le one Co ee ae OaEBSe Se ey se Sei Bee aig SSi eee Hee oe seBe. eG ie le oo aaoe a Co eeOs seEE ()Le Pe aA essay aee eeie asee oo. iyeeiae aee, aeoo ee ee Cay rete oe Co oe ceie4Shs 7)eeeoO oeaeea"ah , oe le aeeseeaeeaea eas. a 7Rare
oe a he ae Pe i Ge | [E> 2 ot eeepee ee a 2 oe ae wee & eat a of oe i Goi ae | a a ae
es oaoeeeaane OS ass ie ee ue |)ieLee oe es ae nena a De Se Fa Be oo eg AMeg,oeee> aAaeee aterRHE ee ge ee a3 ce fo ae ey:eel a a| FIR ae alae il a CE ee ee a ae a roeeeeeee ee aPegi
es Ens nig ae a as ee Mey eetOO ie Le sae ee Sa ioe es }SO Berea ae epee i a Siete ee~~ aece, ed |ae He,eer tac:he an le arER tienes Eoiarcnrantan 2A aa,G8 ueCesee ee eaSP meANE Ge tay avAoes co ec ne ania EG et 8, He 8 a Co Week OE eth |geaee aeSES Bee eee EES Bees oamM ieoe le ae MO nNihn Is eles NEU Eecan ae ataaes eseee We ce|ae aae Ae Mey EReeBe Gee |ae saaaieegMP at ae eoie: ie elie ae Taiciet ih Rea Le eeeNeal berti ee ee le Leaeete niin) ae eeCe SeeeLe Ie AN ee CaN cee Oe ESeee te PERG | BereESE fetiaiue aeestte eee ee teaApee) DD cM Meche Siggiyped Oa) pe Fi cea ea aa Ty en be a eeeaco ara HO ae Peer ne Bei Gee a OaaNON SN ee Si Gare Paice oFPACH ve se he iCIN a SE pnONO Becca eyaeRe eAa as ie nae i isaeabeela acer | ee aaah ae aeeosPeeHee ee.neees ey SOCOM aePaani es ‘
ee a cee ooiaPd aa te Heie ene ie done Peal we Oe si ieoe oea oo eee ne Nero ah oy yo i ioe a aOeameee oe LeesMe aEU : oo aTe b aaCF. pee ie—— Se 8a ee oe ee eae N EAH = 448 ie AaeCo ees Hei aneeen a vn ig ip Ce ara ae ee eee Hs Ce a Fe | ee lies aleesay aiin A aksha ooCn OC aeeday Le LaTAG aeCs esiserbesis eyaeae Co aerene a ea aeeea ee Ce Bes DEBS Eeon a Le oe AG ONee ooEe SS calli Lesiesscgssid MiNi eae ee SOT ee a nn ON olae Ce Ce ooieee priet Pee ee oe ere Cae ia cen Ga ean: fe Cy aie tl ey ae Pasa Ce are oe a es reas ee EEO Eee? Ge aay!Bese sees cca tala: lige ogg Weisman | He oe eae aseco. NeHee Aae Lan, a eee AREER oe ADEE shale eadFaas ee ee ae Wie ND ey ae ets oF SH:| ae na ne ne aCs LTee ay Ge a eee orentiens eres CeiAesbai ee aya)aes ee LG) APeeees sania isptscee previ rycen tiesto UeLeaIee ee aeaca. oe Seeaoe aGee Oe a aVe ee oo Becrereeterree eee eeee Be ea aue Beae a aus ea ea Joee ssl ea ee ees,or csi Se yale CE aeaON ik we on) eepaeoetace tla ey NE seeoe As arene eeahs Stee eee pe oe ae es aOna mc setae . oe aoeee 7a NG fo aenereeees on eee acas Aeaeae el eee) ee ae oa ic ae aoe yo. es aoan? oe ro Ea oe be aa eeelion aeae teats Og ai ce aaiesa, oo oe oeaeen os aRee ied eeOl Sis a|) eeaOSs OE iee eh ee ‘He eohare a iee Fs esa. asoe aA Le ane: |. a oe enPere aeBe ae ee eee eee ee‘| a ol . Oe oo. nok ee ee: Sa ae ——e et
3 oe eeeg ooaaey ON a Lo De ee aie “olea ageete eeae = aa oo. a) aelkoe es) oe rere Oeag ES ai ea. eo on ae ‘co a a Re eee Ay os ) Oe a OOoe) os lian oe. lhUU 6©|DhUw®e ela|.CC aoe eeae em Ar AoS Nias oy on iong: =f “Se ne aera aee ee aeeCC ad 5a|Co bee oe a|eco aae e*0ee |ee pears eeoi es iCe oo aa aeeCe. ae ee oN ae .ane a ae piivionn pie eei oe oo ee panies eeBe aaa oe (oe . oo A eo : oe Ecole Lo On re iPear ee es Be os a oe ey a ee Oe iG a siopleasel oy aout la mianib a Os Beene terete sient! eteia ae Co Sa oan a ae oo bead oe rae ae a oe ee |... nial, annie Mere ica elie eae RUE SHE ELI Ue ei Les a oo ly a ae hs ee ie eG oo Py el a soa nu nlentsalt sl eee CL CNY EGPCS ES pes ANAS eae:sce EE
Loee14 : — . SS hs be od meant OF /.“ a oa a eG emia Ge: ia. ee ee ee DA ote CEI es ee a ee eee ee
oe Ss Les eea es eeee aUG anak uv ey ina Lo ee iauaaleaent ee: es el ae Ne eM Ae ec Cee ee deanna ieecoment hee ennaeiien ee Hole iiaonille iNlneeaan Wee ce ner eer Eee eeeyr Carat eerie ae|oe ioeeeoe NANG ae ‘eyoo ae ae on ON Gyine Oeleanne Deen PES ccc. ltfea eer nea eetere pe a oeetep SEP eaae re! Reena 2ue af coe ON.tySahay osOT cui Csi iesacae SaoeREECE EeEase NHN CNLMIOMONNIN Hensal ateaeeeeeeees ee ee eeeypre are igh uriuy ef PURE SBE ee ieeeee se AG ee falbinn Ove Pinata icine oad en ee oy ES,ul aeHepes ES ge fener poe Mes eae eee HES Ea os ie oe ae aes a aN TU BOE IN 6 anni NS ——— eesinase seers pucitoae Cot aaeesiar ee gg Pe RE OE Sapeant be Nl ye poet eee oun TEES Bra rae are Ce ae adult a eer eu) NNER Co HG RO Gb LO URE GN ae Sates siitiaiaioounica tk I peaieeeiees Sieeieecieee ears Bt earners ea a Rae caren /Gae: Peet aed Serene ee cae tis PRE EE a MOE, Per eeet ee SERIES HOES UEEAEET Peer Be ere a AON OME GO URS NT alae NT aT ee ic EE NTT Rene Cae Le ANH buaig mii fprhicg eae acre ou erniptae eee ae ae ets ee Sc Panini Se : SE ern Ea FUE RIRS Sag Eg ete Ea Hee DELI
Le a ot crea a ee rte aia 1 CR RIN epteranttts ee EES Pal hae oe ie uf Pe Mae os o Serer Ere FREESE ee ee i a oe eee
OS ON ere LEN id eects ee se eeeemnas Bee ae eeeAGE ES22eae Nn: LG ae GE oe a eeaaibea sir oaiasienclioe at beee eapahmemmnreruane agement Li mnaaninlnnannieurate i SsPeseta ae ee iagtiee Eerie nent aM Ts sce ter em ea ROEeePHORM Peecee enterREGS eaten a eee Soeees eae pte ASSieee MGs ee
eseen ge | | He conan Lion > ing oecg ok os,i steS fo eee 1peee oo“) beeen ees Ee aeeee eecs oeoeBeduucr ee ae ee as aeeurreete ee Spe CG BAe teacoc ae Ce aensnivesagelt eae aa ee Giles: nea al, Eee ag cAeee AEE ain Ee es ous SEE eeeee eect peaecon eaten emnmenel! oe ee nail ee eeipo a me Coe oeeela ayeee iCe ieaon ee EES Eee eeuNe. eeeaacbcc heetees panei gecesi ce ee cee eeGes oe De hres: eeeee ieBN eee erin; Eyes ee Hone ee ieects tae ee name aeege es ee esLO TEESE eS Le Le Ce eae ee sg oeee ee te ee OEP eeOL: oe eeaeeai TE . eS ne ee aeeSBice oe .Geert ee cee cree : Peeee area Es ieBe eensee tereaCE We dee NO ees eee eeeee ee me A ca eat ee a eg aoe EES AEs Gedie gc IEE
Eyeee (Ogos eee Hee eeeey eee DL Teoefeo oeestleieeae i4we pees oeSee Ee esane Gee eerie ae eeecoos ee ee Oe pee mee eee es ee ee Nenea oe. Eee he ue Tegece Gore ceeame ae ee ae Esnrinen enh hn Be ee NkAe ss. ee eee eeeeees ee aa tea oe es a SSNS en A oat aCanine aoe pains Ge eeieatre oe. neon tertBes CISA
ane ao a aSenga Sgeeee|ener ] nePeon CORO) ta coed He ee:reer aeeeee eedGiaBe Bas Cas a COTO. eee Parte peas e ce nara tao ee oe Ss eoFO ee ee 7. spaSN. NONE ae Leaeefds es Ceeoe A da ee SHAGn Pa ay becesta eceeea eensge Oe ES po IP BSS creer CES seine ob ; fs
Dees ee Cia As eee Pe Oe oe ER Maa sa Ee) ee HE SE it ee re Pec ee a celuaetaitili BES Bae miter ee ee pp eeeer EE eee BRT at Seennee artnet EU SS ae TEE ESP Erg Seth ER denieet s ararmnte tt a : Ee ae | EES ee oe es es STE Bus is REN a a eee Ear Sie a ce — De sles: CBRE a Ce EE RS ire Benes ee ees ase Fae eer ea ae AS Oe: sabohuelone nce ris ee Cay a ane RERAE ELEY LocSREE Sy PaO EET t ed NE esi Bes SUMS si
Eeeae aMe eeasee—ge HOlane (aeCOREE ee eb Rae sts BOOGIE Pees eeeNee HEA OE Se CSE ett co Neeaters WeeoeRe eis BAUD CERES Hear SORAS PUSS ESSE Ceaeafe Soe Senora Pearersete PORE iy cei HARRI Be oa ee GeO8.EsSee EE Os HESS PFET SESE Siisassree acc eneSUy eeesacseretaee aerm rac ensnen reo Ea8Seta TPE ISIR SoS BMeb 2, Shiite SopTaine PEP Ane Beet: ‘
a | aa es ann pales elieeeean GG sc ee ee Soe eeeeees peeUSES aanicaSESE ees ee rence Seen un oo Cefeee..- .eeeeeefee en ee ee eee ceceeee eee Preece Sree Eeee EEE ERSee of eateries SE EE DAA uP SSM ri Splat Sees arenas treet eeeoRppm ciaSHEES cee wees Ss SesScote EE SUDA EEI EECSSA peer oe manent SEE
ae igee ee-See eerie eeeSe eeeaes athe errata cnn rE aeee By eee ae AGES RY a EE PERres EAS eeyehaggis Bes fe agen ae ee |...Beeeae oo cee ee poeceee eeEES ae ee ereceesc et eae perce IE Pd BERR eeeeensee Seese eeeSete Hip HSER anes Hoy AEN att EPI IEE SINDNSE Ld Ty Beeccaee HEI GUGEE SHEE TEED OS EESES eae CEE CEU HOYTSi SSIS ES: BEDSITS RUSE ee aT ARS fy BEEe ENITRE AE A alTEESE a ee Bs eePaes eeeAM ree ee nae Roce tt HG EHLIEE Bene ORB neds USE Sens Seenaes prette eatnees : WEIS DoS BEI Ps Paes i reea plese? oes Cate Seema centBREA BoEa ip a ee ee Ce ee eee ee ee ee Perec oars Hse eee Sees UES vpeed Eas eer onet ce Prceecnmeatee fetette te eset B eee | ere ete Feercreeeeceees ee Siete EEEEE HAL HTHEES eee ott ase eset SeETORTER JREUSE TY secs eat pieraeen Barend HEAPELS Eben Eas SEs fi fe PREYS SESE le PEE S PISS Bee ChE Rr est SRR oe APES peti ee fe oe ee EES ee Sacer HESS ae ee Seren Rosner Serve nent cf eee erate Bere eran Penns DOPE GES, RUSE ES. SEs ere aate nore ne ae
ee ee ee As eee oe eee Gir ec cree eye ae Beran eae Bypass Seca rea Renee Rt aii: Gees Gee BREE ope nena eee ee ee Bene tar eee necee cern ne poeeaeaeaee ao Brae en Goes SEU eeeeuene tees peer rated ADAH ee ceePee eee etree eaeGUAS: Pe teePeas eeace cere Ee aPSE papeee ereee teeafiey SRO ARGS IEE EE Siad ee Jhe Geren eee eee ESE Ene te es ee eee ge eee reeeiniee vepeserert Seat ae pene ee Poe ee Sieraet nara ase Poeere se GRATE aetna EPseatepeterts SOPRL ER! Eehae eee ate DEPESS Saereeeeneariteat Paty Ryu) 24 SeySy LEG): sen areca Eatoel be Seven eee avin Gee Eero ueaE CEE SRE EGR ar CRE EEE eeSS oeSELES Geet gercneteresenicte aie : Ee ee ee eyEU i SReeeirtroeteae Sandie! pleugiit PEELE Esesee eeteeeee me f ERPs ee ee an:reare ss Pee Eee Ppl eee aaa ee ean tae ae Serene eects sees oes east Boe! SEAaNSete al eee a. ce eee eee eee dla be Pee ae GEG Ee ieieSar poeree ae careers Paes Peer eer EEA cabal Hesien SEEDERS SEE oo Sec caeereenretes ee eee TE eee eeeeae eee SE Es euhhaid See eer eres SEM on iene eee COREE RASS UMS Sa HPCreivu isp! oe
oo Sue eee EE SS SS De etre BOE See eerste =eeee eee Sen ae eee BLL UEEOURAG SE See Eee eeateea trae cree fs seis regiennenenr UR ae HE ke Pee aes Petre gas 7 iii) cami Gee Eee PEE EAE FREE Hue EERE Geert ates#pac artyESS EL SORES 7(Soret Sy ia* “ie :Bere oe eee ge Pee dares eraE Pree BUSES SRDS Ey Se PISS cipsgoige bok ape ge“ye 4 1 2y¢ae }AtT veeeRant pereereerc aes eee Beem reas Soeeec toate 2S On cuss agoaoyseabird iaBR u Re byBh < ta Ip m
k. from a mid : ne a {re wy Co. 2Athirt
2 Cee es gee eeeee eee eee Genres :L%Hs cE PE Fheco Tn eee |PS eee eee eeEssie eee Hie pert ever teencae ees BEEBE DS Sse re", oh a Gat! Seg al Me. EEE eee oars Speer Cnn ESET .ee " Pa =* >mi on) wo? Lowe «wae reMt Ae Boece erperone eCenecry REESE Ea a5 ]sng rtee} |epee Bing *FghBh Si 2g ABhe iB US 2g a RS PR Coe 4]#| lyMa
ans “he, = 1aon iea‘a iy “roy . »}St Tey NVBoy Ode 2ee ligtery Gee “oe ) awl esoy wesony oe rlV Fi/OVE 7BAe ¢ tA) Be am? . The vy oyPierpont 24 yyy, fheMorg M a Gin’ ayo s? oyBe7Boon fe Bik Kee
Co mn ’— Dooo a caa: waa AS? ee oe Deeaae a a eeee oe .oo le & ae oo i. ee og 7 7. Wig Le Le |. sae ae or a — Lo a eae .. Le |) a 7 ws oo —. . i ne ioa oe De Ce ccs ae Le ae ie7 epe oe oe a- aa. aoe Oe oi. oe. oe a oo a oe ee 8 —_ :ai.a;'ae oe a . | a G oo a ee ee. Oe oa a oe oe eee i ae _ oe a | a a yo o CON a laa ey aa ESS . TN La) a ee ee: ae Eo al eae Ae oy a ey ioe ee oe oo oe oe ee See ae ) 74 i 3 = DS : . oo Lo a eae eee ae -— | eae oe Le Uk Ones oe aeDe Coe _i oe ae>Cee ah4ce a4 Lae oo a 7. se Bos |aCe sea Hs a oS ORS a7 oe ee aGe "Lo. aoo :.oeai _Se ofCr . ESS 4a_ ay eo le aRees ae ||:|7a_.Be oo Lo oe oo aN ae Sa 8|ae aaPe aJe Ae aoo |aSee oo! Aaoe es ae Le oe IN [oo co :: D oo yee Laae .1 oo ic oe aeee oe ia
sian oe ceomensannens oo
ONG oo ie aecneennmneND Ee a. ne BOS"Bee Ane ehinanseanannnnny oo oo ee oe es ee :
a:ee..ie eeoeoF ee jo . aWee a ee 'acae? " 7 oo oe oo ae ee oooecoe |. . ae fae, 2 oooo Lo ee Ms ye Os
ee a. ieNCE ooBia oy beoseal eee Heo oe %oe= Vee [ WS 4. eyoo ; Cee _.eeee2eS ioeoo. eeBigs Lae an ae Beay oe, es oe aa ee Leae PNaROTo UO MUON ie oe a a | oo
i? £-y a a fe
if s.an .7oo oo oe eg: Aa Be ey) :; LS -. oe een _.ae es Sons: as ake oe seasee ee us oae aoeLe oo ee cna oe 7a. ae - oo. ee Lo Tie ee aoe A7. ;a7oo .4oO-_aea.|Pree aaOe 8a.Ke) cee oe |eeia.vyAe .aaea daa 7 .. oS — fa i aBae : Ch a ae aceearae — ‘ee| oaCe oo ee ee Se Dee | ‘ Vi ee Gas i a. eM” oe ee oe Ma .a a.oe Oans .a La ee .oe !oO 7ee Ce C: a:|i . i “a of. . 8 J. Doe — 7 /., | £ oe Le ol eae ee =e a -. oo. a fe 7. a oe_ i)-aa a.4a aoo >, 2 .| Aa| _ae@ me .oe._& — —_ f.«* _a “% ~~ arene -2 —:{... “8.=re— es ae Been a ene: a ae oe Fes Bek Oe OES) o aSg: Oe oReefeaei ae ee ee Lee Se oo Mgaecots‘|poe oo oe y ae eeee eeParner Be LGLsSle . Ne:
nn oe ae a ao) ae ee, ee a ea a ae oS ey a a |, HE oe ay oe ee oe coe as Le oe 0 oe .
coke ..ee ae coo — “4 £# Coe eeeee aBee oe ae as "oeioeoo a Va ~eee ..:_ooq.af oy ees Co ia eeto ee eeve: Ae oo ‘i ee siaai, eg oo Hee ey ao .esayLes aRe7* oo ae ee ee . eeESS .ee ani ee ee eee |.es aee ai ooaee oe ae eeee2 ee ae es as iaoe | ee[7 .oeae 7 Poe a Ree eee BE oeke ae| ee ee pled OS! es ae ay os Nae on = aHere EO)eene Cae ee a Ee peePca LSoe baa ) ey EO Oo eG Bo |..Bie A oo Qeae a. oo eo Lo ee .ssLe aNN ace .oees —— oe ee oo oo a... .Ba ee pee aeaeES |acoe ae iok. ee. ea ee eeeng ce pee |ee oC |.|.vie! Bp oo os oy i.a. aa oe -oo 4as| aoo =oeMvaAe ge esee .oe i,a:
oo ee oae oF . _ae ye: | oe oO) aoe To a.eeee ee 4=ooew ‘ ae.iSe ~~. sas i 7. i oF | 7. ye |Cees aecy TONG pies necD oo. a4 Rs _ ee ee a aOS ee a )i : — || -. 3. —aoo3 7. ola feae :i fe | C . ae — — . ., 7) Shay ONGOr ON ee eo), ps oo‘ Ny ae ae a |. Le nee i aieee . ...(Nee Be. eS oe ees . Lees— MeeesMea i ea7
io oe a. oo oo oe i.oeoF cms a.RSoe(eSee iae a. ahi Ue a. 2G aSOON is> ON ie ee — a. ch ce Ne Mee i) _ 1RS 8=oe GES veOe ee iy oo. Bo ee oe ee aeoo Le. |ue Ls SEE Coan hege #es eessee Oa ae oo.a oeBe ee yees ES ooCoe: Oe eea eos oe oc. Mane Be ee: ee . 2 oe 7es 7| 7oe aLe ae ee ie oe es oF sy oe my oe Ae oo ge aePee ee 7 7 ie Oe oe os Mint gs ee) aa . Re a UPA oie ans NeAf Fee Cn Bos ae a— Me FAL 4 oe oe | Ne
oe ieeioo ee coe eaoLan :a 4a.. ie |ae : Bs ’8— :Ce rAR 4Po jLa: 2zade |Lee “a Ce oee aaeyae oe ee oly | i aOS, eyae ee Ke a ee raoo ce oe ene oo ee Ali -:eeho 4/aeieouoo. .eG oo oe ee oo ae oe a. es Ht ue _. oe ai)ae ‘coe oo 8ane aeeHioorea3aae lg “+ |a Ge ts ,iepe Sa ce aA i ae aGe Red aSans OST es elMG aa ae het ue Bas ee a. iaae Oe its ee .oe4ai.aeL as va Oo ey aaio oo ae a\0ha:oo oe Leae aoe aae Ge:Co oe a.ee en aeMe Ca ou ioy Ce ane eeme de oo Meee pete Pan ee ai oe en _ae a* _ ‘ : “a \ Le : \ oe oe ce a ee iene : oe oC . i oo SOE ey oo ei |.3 a ae Oe Ie Bk Cin a. A coe a). ee a en ae ne Ae on) oe Pes: io oe as Mt a a ae eee ue : . a ; | oe 4 oe ae Vo . a ae me oe ae oo a ee : oo. : — 2 f a ‘ , fe + ' \ 4 ih y " L oe ee oe oo 1 on : a : = 5 . ” ‘ : : . . : i) | ‘ \ si oan . oe ey ns ce oe ae i) es ae Si, a. ue ae a ay al oe a ee a ake . Q a oe a : lo a ae ee oe a a a. oe ce -—. Z if as : |i ion a. ae o og i oe sae oo a Se es an oe Co oe oy (ee «Cf ae . oO oo a We a | ae ae a... oe a a oo es hae “ oe a a " . ; = , oe | oo Co . C a a a Co ae Loe ce oe oo noe — SS : aa. _,oa . Lo Da aoe ee Mh a a |oe aa. oe ey) oe ae oe.ae oo.oe at ae a oo aae eo. & 'a:"Co i a. :-Le aa.“ ge oe ae a oe cs ye Cc oe cs a N a . a ee : —. ‘ |. pt a oo oe Aes —. oo ce a eae|,aoo : a / | ee a. ne a il Le oe a Vn oo ae ae a te : ROA iiae LO es oo ‘ee Ce) AG eoA ee ERS oe oeoe aa a iOs omar 1a OS as Aa ooaN ESS yea oe aey oo aen oe oo on Ls oo .: | oo aoo eae oe. aeea Cee aoo as ee aae .oe .aa as aae ae ae “aie -CY B “ee :.chyaaoeoo.‘aenaa. a ee oo oe — a a i |. Hi Fe ae ee oo .aOe ee ee aa oe eg iean ee Mi aoo Le ON cny oCGS oe a oo aeFe a.« Hee eae aoo oo aa /.De 7oe ile ||. 7i,7‘RE a. oe oe y a ee a ce oe a a eo i. oe oe ae oo ; se i oe Se ae oe oo. -_ | H oe a : Ca ee ae a oe ue a a i MINH Na La ye oo UN eae ae oe. Cee Ht ye Le out a a cs a al Lo ee as ee :ae Soe .aaeeee :a a|a. : : oe Ce CN oe ie Le ae ee if a a Bs ae a . i Hee ce oe i : es Han a Aenea Hee ae Oe :eo oeLe ip ak ou au Baas EES ee aaaue dlae Ls ae a Ma : iotLe ‘iCree ,i aoo i| aeg ae as lage aoe ai oo )ae eeaae oo et G ok Le os ae oo oo . “= a. ae oo vet eeaee Sok aa Doe ae on aee aaOD Se eeTe aa ee aes a ey Gh neaSe ae ee Aoo f= 0 aoe oeae ooCo aoe 8 Ten oe a i ee oo a oe i oo 7 : aaeal EEEvo) PESeae eee SERS Eo eee Mi eees a :pee? — geesieme MM!Pa 1 boee eeuee eeueee lie Ey oe eeeee HEIRS LA OS | sol ee OGmeoeogLo. ‘i eepee JED erebettie ee ees Ail} ueHee Byinicio ie (hii —SEeialiee Ce ies fare Bees BiSERED Lee ~AE: oo.ee ne ceeee oe S eeAe ee a) LE nitive Lane mecene UtLgt 12) iw Ro / ossetae? oe © Cee iy oeeeHare oe“ie oeaeae aaaBeehod hy oy oe go ae ae a neege oeoe + iN peeae ee Sere ee eee es Bee ae foe ee UE a oS to) oS a Soe. lheaeesee SEATS i eee ESS Bea, oe ae ae pe Sige ead Ny ile ee ie eer ror came AES ee. 3 we ik oe sack ll (Ee PORES Gee yee Ae on ge ay eeieaias SHU ats CEE PPL fed eas Phat Ee ee ee aa ee pe ET es Wij, 22S ete
He a lal steee re can t ge 2oO ee eee ee ceeMaas! Me ee idee ne wie ed Bees a, ; ee ae files 1G be osoe meth EO ES. Ta eeee a eepeat thaee"Ane ye HEELS “ay aeNay: eB aSea oepete Geeee Vie te ee ay” dutnesed Wg oeeeeee geau euEebah dit oe ae SS ae Pate oeeee Tenn ioncree re Es eaeene poe cM hela Ch aeee eG: uleyoatees Seah Pe ke vaca & aap en (i: uy ead- BBs arene_— Lo Es ae Sener oeaeCae SRSA eee aeee en Be ne ae eeNE Lge ee ee ae ae ee aetc ieee funtit he fhiin ee ee .see —— Poli aoRear Fe a8)Ue aouLaer te eee fee eens Perea apen teoY aage ye 4ia iVge swig pte : Eg 4 ee eee oan PAE prenncen :™ nee EES es Aae le:Eae ail 2CS LEE ae!genset 2 pe
Hee eeePHBE LUNE onaia eeeWiaheny a) TV aligl vereare? eh 4lied ior eS action start ean Geant SEEEHEE SUISSE Serer ce Be fy ea got aeBagi isle Mh tian se Fapone suratPUM EranSie mae © «ila 56 nie SEES be GEE ERED EEey Coe a ei lives Gae pace a ss ae MiagtaeaeaeDePaegear Sle ADE a ESR Egg See Ane EOS it se duis seFe AA ge taSuen fae epee ereeePee 2 Hpltines ahiDat a neaarees
ee ae |... ae ae Ne ek i On oe a ee fat ae ee a rots nS a see eae Brute yes me OE ieee ws maa meme ae ie Lae PaceES
oe es pie ancas ce poles Ee ‘eenope oo ones ee ieOr BESS ee loon aesEc areOieecae eege otefeea Pelle ew Ve ae oesy oeeooe ae oe .|.ae a7.a.pve ae fu |aoa ge core ” oe eee 8 ue ate aveaiing ge Silt ae ae > aes co onto 12 ral i Does ee ie nee Pi Se ; : ie he co i ie Hee oe oe. pees | ee a . a 7 ch sagt ot dren ae ee Es eee 2 se ee oe a : ee Be poe, nie ae >> Ais fie foe ei_8.aa ae Ae |.Pee Le iesreesAeifieAe oeirae eeBee enPEE! pees cat ee igBanca, ligig:coer eG Uc 2.| iiceeepee BES Pere HEey 2 eae “ac ieagal igal hemes ae gin etl ieae ie tara: tee path eresee Ce suet eee Sgnabe yee Se;sete a) aogee sed EgePare Ce ceeas DO 2ee ee ee he eeey ases Lamas Petae Rit:teee H cbse dahon supe att PSs . Gree Seesae POSS fs it, : OS ee osoo ae ie Y apee .i Cc Ue Hi LL a oo Le iE: age Renee BODE EEG Wee ee ee ay a Co cece entrar — a co one pao se ili Se ot aoe ae LAD Loe ae ee ee aS pa il) ee hed hee g alee eee here:
ae He a Nag ee Lene Sige ee ov : 3 tint See ee ee ae >. oi ye ee ae eM a ae, ] ae eee
EeeeaBenes aaa oy as age AW aeneye wl Ae oe eae foes co hua esdbe Sees feng aSAs a gh Hele Bh Ae ye aeeee SePee a i.ES )cyoe oeoneness coBbies oe eee: fe .ee ee: aee a pe eaea oeIa| aaoe ates oe oe ag Cee SE waite chia Parse ee ae ee ‘y eyrll THe sages Bae ans oetete copes ee ee a-..ee ee sgiar: aa aby Beene ee ee mean ees eae WH igCees as fe“PER My acoeee aoP ee ae 25 ae a.“ie Ceres eeEarseers ae faa aaeamet ee a S08e .parrees ane HE 2 POE ge ; eee ‘ne 4i Sys eee Wel gos eeHERE oc :ae Pi ecPAEES een an a.eae 8_ Ree fant ee ee ERCRIIGE tress a Wipe ee Sie ee oo Ree iis on Wege PAEOS PRE nei iN 8: aM piste Sig: iieeuee: ocean ee See-day Baninenenice oo a eeRUAe eg aeoe ES)Jue (arepHEE fe eee|jen reece panei SR: porate ERM yee Hee: aPonies erate erarey oR, igyagi ge: : ogyeM wit Eli oefess iad iyi petert see :2ea -copia ee oe : ao a. eee ere pai Beco epee paces ee aePetes ee Sseee UN seahe Desi ey: ee Oe Ge eet.ibaeres cgi hi eee rats? ceneat oeoes ae oe pores eaeeseegs. Pe Wes wb ales te aearenes 2 ae suuatnnsiny Bules ao ee sain iy Sy ele are ie ae8aefeeeaoe ie fe. ff ae
Bcevetnes ater ae i CEG e a, Sgn SEES of ese Sls iui pean NE a ee oe sth sRREEe 8 ae Lae ee pats us oa pene Speer it but CUE, “st ae ee oy Lo, ee HU oS WES eee enSaae ae | eee Ghee sd Bear cee! ere aye ceaea)aageetGh alRaeesieeaie Ws oe ete ne leSemSess oe poate ia ee eeess oe oe ce Sear : PLeESS ee rte ee es tone oe ress INDUIE SLE Q iet Putte Sparen Bei UE ee [oeeee pamenia SHEEUSH! eea ites, whiniadg es peckenbe oH ge URES Pete “Pees Roaae heer Oe Hse eeeabe ae AR ene oe ..: gees ee erShad fae ae oe TES | es CC eeaea orepeor ee ee anne ae eee fe ks Bee ee Doe aopeg oe aero gay oa BEng of ese: ae Rees 8MEETS ee oo ( aPeay “ag atin Tages Bee Eee eee : oa: :ee Ee D oe SPEARS eee nue eA EES ee atsae Lo erees te ee aeCnet ‘ aioe Hf IES, ae Roesenaes yeeeee ot aye fas aes eee ee ts aeee ese ie Pes BEL BeeToe Oe eee es ee ee Ea ERE Eg Gara peerisue eons rccee fh SELES Ba ae SLne ee peer aLee seBe eeea Renee cal seoe See SRE pati are ay prea a oe Reaato Sapaeer aayorag Bi ae petite BH pyey peee eeee > ak.>ooeeeoe aoe oefees ore lseeees oo .ee oo ie oeaii|ikeFE oeoooiBe ssphale ous gee Ppa ae Heed
Penne faved st ee a es ae wg. be aS Raa a Ns Reanpeaierie Bees ee EEE oS ee BT ae jk. ee ays Meee! ple ieee ee pees He ee ae eye 7. pean pe oe vlieia iSEL eaeaee :ibs oneHees UBS A o jeeBiccuees HES fo PELs ee BEE aeho Meu, cae ee Baas esoeoes ESoe fr eee ee ca aren Ug i eee eepe 7asBee ws vt pip iad >.ion eo Un LHPEIE eas lee e Lo dy i ae oe gee ean caMestre ee eg 1ee eesecre Bee peeee Pes esa ee Roe Be ee iPyes aoa ie1s egBeg eeee ueBae a pecs pest Ce ae fr Peg ee eer Se eee ES ee aWeg ooae Oe dns res pe : aeoF oe oFgs hySe 7geered Fifeae pe | &as GE SERS Ba (eae eo cea ee EOE Eeag se ca aeed HGbeteh origEE, oe ap :pierre eo a : Ct Ev ce ee ee as nein i aepe oe, gi seSaarea eepaees feat ee eo Oe pas endes EEEEES a ee eeii OSS ane ae pei: ernst SeipNig hes ae REN Hee Sse Fe aneLSEE ite PNPobed sii: pipe: oePe penny sash oo eee Rees ee: ee EE ears ey ey eeides ae ie se a aeiieisst Os ee EEBye crane BEESSIS Eranhae TALL Beeerces a Be Eau ee ae
PATEL LESS a “ ae eer ee - aa ee me. Me — ea ae: ae ee ness ae cee ene po as oo ee
yeh wees 3 ee oeaes eee elas ie oe.. eeue i . oeaee a Peer We acetee ae een Oo pe EeBt ene aepee esane PREY bere ee aeeee oo Doe ei Bae HOU ceOe eeeee aos _ We ale ee = aaaeee epee a Se ee Lo eeaegs Hs fers eeipaoe ee aeaneaah ype ees Be aeeeS a vs saee Lee Tn (oe aoeey pees, eoOAS yoo | aean acores Cee oeipod esBoe bine eee Ss yess: eee eee aoe2:eae a -Fi Lo oe SSE eee ee are sa oe ee eee : a ee A Bea oeLov Le oo es Gos |aee eene
een need ee oe a ee ge a enue ESS oe CAPE asian es ee en oe ee ae ee oe peaeen eg i a. s Lae 3 (iene
=iPRINUE cee 4. oe .. Oe areeHa we aeGeet ae aes eeoe- BMC — BoeeeNIMs es aeParaeses ceEo aHee! ne ae sao peered:: beret Bos ae ee SPH . MG: eee a Se oeaaPoe vst i!Bad rect ee ioe ae S EE 7—foe Sen ao. oe eine eee eae See ga byseats Se cect a SELES uiAEanaes a oeeee oo es: ee ee sere Hae bee ha ee CEU rage MORSEpee Speer sass Los ce eat SEESCog pale peraHED Sae eae ee ee dope fet n :
2 CEES CE aS . oD se ae eSReape a , eos a paces a Hie a. sa1| 8 ae i: oa Addet cnSnes. grep: eeee S eee a eeews oy ys oO ee oo [es oe AE
HEREpas IG eet oe oe oo. a | Ige Ps aoS ageage ree BEEPED ee LPI UaPee Ce cogs Pues ee Ee a oe oeasaeooapes oeeee pnoe coaeyea oe aoeeHM Bes Heea ae S ia oeeseee S ee SS Ce ae ies eSofeeft |oeonERE ge ae aeoeahs
eee Eosoe a ee oe imoe! < 7aula 8btfee ae Sore dee ace ae ee eepePee ee ue mo 8Pome ee aeses: a eee eae ee oe oe a anehake a ae. Bhs 2iees a cue i aaNe oe ee eee BESS eeald ee eae pee Cecanes SS eedBES cage Ses Dees Fee oon a eorae Se Pe| es eeee CL.wee ee nan ee iSEES . ee oeioe eee Holguin eee Eee ines, ain oeHee eeeWe Se ape eta ee a . Cc oe ane ixaae CNG . a oe as con ae fete Ber eeeeeee peer aregee oe rate weed eeeee ee oo a acee ae
ener ERE ILLES ee ie ow. a Cae ee aa ted euro wii aN HEIN net Ph Rete : rameters ee 5 “atta Reames abet Sen ae Le pear Gears *, Se fa phate panies Sees oeee eePee oo 7aePe cae eeSass eee pene cS EAS SEE Ae load Je ee ceoo ‘oaeoe a ttses ee. oo4i Beleeoe aeueoeUES ce. ieaeree hee fered BEETS ee ee a funy eeee aAoe ey ee eee 8pefeLae _. oe (ag Lo eeseatserat Se 1:Ga Loe ca a=oseeafee” |esoeLo ee Le wag PERE TIESeae Hpi) et On ce aene Babei, Boe eee Saeee ee oe ea He ee— Boe adieogee eerie cae Sere CERN IEE duddadi f eames ce As meee ee ge EOE ee EBs et sashee Si es ees Faget ee ree neler hee etd rian cee oe i. a aol G ca Liahiee. SELES ee Co ee ae py: . a ee i: anes Ee: a fo Hees ee a in Q ee ce oo ao . ae eee coon Jace: ae to E oe, a ow cS Seog peel HEL isd Pees oo : ss a. i . a Bee EE Ge oe oe ‘asi ne atin ee aoe — ae He cM Ree a A ine oe Sere
ee a Cis gt as fear — ee. Ee fe poe. cae ee a a oo. Poe
fied eyes IEHeaeae a.Oeee ble NS es asees.ceta..a«We oe La Ue wets DES Seas ieteenS i.Pe eae oe oe oo oe Oy i ernie imen ‘iayHe ee aa aoy oeeeoF oe7Beas a| ia i :: BOP PEP HEEB URS EES EUGee ee Hh ay ee ae Beas A - ee Beet — ae oe rE:oie bs poe eo oe pabae: ne als Pi :EE eeeia te neote eteSee eee aHees: cee } |ee oe fle ee es eeeee " Le eeaaeeo eeiiaane BE oe eeoo. eyesck SIG ao HBAS ee Si ae cebe Eee ar ee . 2 cy é oe Hea apis: eae eee Aeaeee SES ae jolie BESS ae sate es ee avant aie igi leinigae re ee uae Pe eae ae eT es: ere see atari ser eS Biase AS? ee :
proeae oePetae feas aeical saeeeae oe | eel So lin ae eeiaag me caae ooVaaaaoC Le Be 7peerere aea eee Hee Bs es aeeco a ae el Ly ee e ae a eecee oe ..aeWee eee: eeron cea a Nae 7ce «=Ce a oS okca oe oo ie oo. ES : : ee i ae Cotes As es < ee reese Ehon A rn as: "ap eee y oo.Mtl ok Fe ao pegs eaey a eo soll NeOe peeay abet oe — oe Loe As eeBe a7oe ee Me Belen pecans PUPS vee | Aa ee oo ae oo . oe oe Beeee fee iad eaeoe pS edeaa3 iE os8i.-aeee lobe ee ses ie— co. eeoe 7es, on ee ae ee oo eee eePent sf :ee Te Heme / aon ~—ee aea‘iAoe seis Be eeeEEE oeeae ek wo aan iiehe ds esdpe a ae. Be oy aSe os oeoo aeee ee . 2Eis ui i Bit “gly SEO Sheed eae aM y esa cease oe eae gee ae Berea He a e. eae Sean eerie fe i peer pornen ais tte wep leaY as aera es i ee petoaread ee Yee HELGE ae EE RES Bee GS INR £8 Se AEE TS
etna PRPRED wee nae ae aie eee Barta pater: as a a 7 oo . . ee oo ee hee os os Nem areangs | cee ee oo ae ear WOES JAE eePere . Agee Ler eee PA as oe Beorate a) ned a oo —ee..eee: Dae hs SCge uUER El pee: et ce Hess ee a IE aaa es oo.oF. as a oa a ft |.eS caeon ae 7 ae reir . ee ee eFean eae ee ae mine ayOS ee ne Cae APee fom — } Eee 8aeaos2ae i.eeae Seee Se SUS ers a4-¥|aes es eee eae teens ‘fee ylse: Doug eeHEE aoe 3. aeoe Hee ee Se HESS " : Ege & Eee ae oeescae Ey eeMe eisee Dee oo et aa oefa fiees: ebhafaniy hepeininded EEE? BREE oe PE 1 een se >, ae eee ieee re ieos, ie oe. ew aeee ee ee as 8oe a ah Weewe ae cae ae
Hagel ones | Pe pedrereriies ge EEE THePOaED aaee Mg eae Lo fos oeeeesae Seee eet eePe | cae one ME Cayt : SREY SEPIOREIEET oP Aheh ae ee eee eae. Bight DSEARAOST: a EO:rage hee: Hae Base eee Us Bs iGac es ye ie Han faeee ee ee ae aie aects share AEH EN EEE Gs oe: ae ioearere ae2.Pete ‘ ee EEUGETaS; Bere Nees fos apeas ae pe Hayes ees Fatepenaicane pahale aSN) siete 2edesPe eaSEE coe eeioeee Po i...a- eefe Perens fepieces ee ee
fe :ae SeOmye tudteet esnee PAM oeree oF MEOoe ee ieaiue oe HS ee aeoaaee nieALS ey a. ao eo“ne Bs itall eeOL ae peers 4ey _™ % (EEE fant aceiee teepace 4yie eSCe aide oe OL DASE USS qBs:dining eee ee Aye ee eG |wntigettes ee ai Bee. Ce ee es fy. } “ a ae } a ar ot ~ aeval wha Tee ee ee heee ape a WC ae aes Beeoe Geencs LSsoe pat Ne lS nay pee eS om eee ae _ soo Pig, esoe asfod Ts: i |Vy BRED Perce oeereitae bagi ‘i ae ete eeae ae an2fee ee geok ee aoe aa : bes eaaoe Iaan l a“oes ey pal ,|at°otAl -f|yJonems PSEC ce ee Ee ae ae igi ene se ee . a Ni tre /are eee ¢Sl at |OKS ‘a SCENE pee eae mink pee EE eae aeHEL Aga ee yes ak DS ae akoN iS us we enn ee Boni Beye eeeee Suis : fkua oy ah. ~ Oia: }ot mye “Idi eres EES aS aeh peas SHEE me a7 | eee a SER ae és ope fee anor Whe al Yn or ON ane eeeras aees acefee aeee ae ie. aae oe wMedtoe nsll ddeed oo ic ob + SEES es oe ae ee ee ce rere Lae ed Ou Geen . ae ee ms ot Be oe2C rC yAaann 22|4ul {Vg ge Boe Reenter: eee pete ee es 4 fe of anaes ain = a 0 ae a La. a) oe nee oy hb ie" be %, e% ’ SUE ENINE nee era cae ee ry Joe ne eres : a1 ee. ee a Reh coe Oe ERE el ( mate : Ee Res eae fly he Me e jon Bang SEES i ue ae ae co oe Ula ae .Py VF AT Vy] o— Es pore ee ES HN BS i. yeh ee eee ls ae i. ae 7oA Jheoa nut oe He eea pry - coe . tyfae! awis se aeeees oehee Sspoe oie we EO7 ijTee) 5ele aed Bae are eeGA aeBa at ae 2 ue ae peroee sea ihe ©fF eeie:ivISj “y # Ne [ cr reeybobs HERS ESaea nes peared wae ae. ane aeee ee eee pe xane Hee) neeaieee 4 3 ae Statvon mthshe nal us oe Ses Seas i74ajQO a1¢rl3aog |‘ees “y.gyMy re yY . S . ee ayfoe be Orn o s. ey : ea ve oe! Cy ae = .dog os eur [1om tw ah an x[ones x] . AO cae itfadc o}a) a inst Sent
io &
ee 7eae Seas eeial ae le pe |.a oo. beeee a.—_— ease BEES by oe a\4ee eya,.Oe .ene a.Cy ye Se ek ee. - ecru: oo pe ' “ees ae nS ae aa on ee eS cS eee ae a oR Reo a eeee Peo ee ae eea LONoo ae HS EN eG : Rain anNeeaeeae,ee|.Reo oe a. a Te aoo. a8 eo me so coerce ae eee Ne oe), ow! cy GS ee ere ee Oe HH a ae ee ee oe Cee reie neeas es DOG oooe iee eeOT Es eran pate te ae ay : L oo. ee ee |esoe iasMe ee aie _ | oe Ce ees oe ee |eeeeieieo oe Pe a 7 SF ces ee ee ee oo ee aee oe ee ain ve ieee one Es Pe ee Vee eee ES Eee ei ee ET Poeranl DERE ee) aea CON eee Mi Be ERS OS Ronee iaeee eee Ee Oe aieaaaCo aSiBerd mane Ce oo ne a Oe Bal a ree a. ay Pe ee pee ee Se oo as a De ee Ces eat oF hl i oe noes He ae aMoe ee es eal ie nee au Lone RN es ea) . Me Nes ee ee ne oe ee Misc Oe ee ay Peaoes ee oo oe oy a cn eee Paes ON ee) a ae eae ae BN ey A , es Ey as aae ed ae Ne: ees Bai) a A eae As Te he Lge” Hap ee Sees Brae Bee: aS aafi aeee i ae_ee)oeCaa... ee a8a ee a a oe io 1aoeaae ie | Ee us ea Oe i cee oo me a fh ee CF cS a oe a oe a) a. oe 8 ee oe oe |. i = pene 8ae Ri asaaneet ee ae ee Se eae ee eee MMe Se ol caerPe) ee ae oe Dan altWine Bat oa Wee ees ae-|a: Neeoe Se oF 8 eg oe aiyLae Re aaees aaEN Ailes ee Co " ae i Ls EEGs ES: a 0aaa ae oa ae ai gies eeae ets cael se aeeee io7Aae DS ae ee oe oe ee eee!
Pea ee ny oe oe A ane A Cae BSI oan RAINES oe aimignoneiNessG
ioe[|anyoo oy a : Le ee i. 7ayaoo i. aoe a oe a:ia. ae co a |. ooae ee en eee a! a,a oaee Lae i VG es Ne_ ee2 oo a 7 | gas ; ee os a He tae oe . ee ae 2 a : poe dae oo co es 1eae Lo Co a lee oo aiee oo |UGH o,ae ao — aa i an eeoo a a ee ie oe aan Ks Ae ig ieAer ee ce iee a4: aEN: en) — ae aaie ee aae eo ee Chas oeaiea aeaeeall oC .aeaaneHtow aoo a oe eeeeLinie a‘i:Pe ve 2ie aeeolaOy oo ae E i ihe Sn a ei ee EES: Besa || a HEN iat aa mi ans EH Ws Ges Cia Mh ee Je Se a mn a) ee aoe
o @ a Co es es ee eye S . fe. eT. Gil CC aaooayoaN4aeeiesaaeoeaeOe ae POs ee, a oe ie) aes ee NeCe) ee ee eae EES aa i 7eeAe eees eeoe eaEars ayoa. Le4 .ae a .Do Beoe ee se - ae aee LeSean oo aa.se;.ee ok ipoe a.uaahee le OS Ha: aooLC oa. ao Lo we 2ee 3 an ee eees AA a en eeoe eeoo ESoe aon oe ne.. aN aeae ee i oe ao oe ee.ee ae Te oa aae aee2es a a es iyee“ee oo. aS eees Gee si ui ee Say eae Ua. oenis 2We oFonae aee,-coe ee -... oe og i aDSi a aCoioe a ye a| WEES a thy: pee ill i ae IES Up ee pepe Ne Bae eee Ee ae ees SN NN EA Nats a Pe eee es co vi oe Beg iia tet
goes ao | a ee ee a ee FE: oo es as Pe MNO ee Hie ee oe a Pe Cee
La| 2oo eeesSs. eeeeeeae 2 7Tsaae0 Wie CMe ve :eei ee Ca oe oe eseee Je aoe Cy ae Co aa
Co 1 hgee Se ae oe aCaeooae-aSee oe, ee ee oo. eeBee oe peee & ee oe. Hae! SS co .oo a eefo ieaeve Lo — a VeLe oe ae 3 aes-ones Ces ee _. ee Ee eee Bee ae ae oous ) sie nea Pa TNR ieee lial Re ues AE ROO ee es pa cane ee aig an ee DS ie eee EES ESTO Ae She naa ey BE cit ies
a Sh be ae ces PIMs ees pe ee Se Soe SES eei oe esitae eei ES ceea es asHane a aa es a ees ry DNR 8 iae eeCe eave hteOe HEees LENO aaa ne 2 ee Raee) are ae We ee es aTeeee ee ee ue| pee Oe aaeCo See 2 Sn: Aye aig Re De SSG Seana UN aeeeos HO eee ee) ant aOS ee AMv ey)a.LN Ce ie: Bes) ae ees BA Tus Re ee nea . ee an ieee Mee oe au Pane I ae eee a, . a Be es oo : Lo ag
FON aaeee acane i oe a|ooa_Hea oeinsoe.ae -|2uy ee oo Ee a ee oe ae oo oe oe _|. ce aaae .ee ia oe ape Osee ae ee iui aale ae oe aapee 4oo cae -— a ale ol oe ves a es: a ia :WS aLe. L oeSS 8oe | ee ea Aone eeoe one es ees Oe aiaDO i oe Teoe oe a a i,ee Wee ie WP Hee ae Aa 7 a » Oeee oO gai WIE ees gsee eaCe ee aLo eeoy ee lLes eei ee un i a) on osan oe LO Le, ee HO ul Oe ee ay iee 1 4oo. a,|.a. CC oe ee ae 7csTee oo Md oo We aHe ey Ae Le oo es esLe seaog aeyoo 2sau oa esBAe i ieae oe a i) oyAhann oeSuuLe eti eee osAgeuna TA HN aeFesooHOhsBe|Ane eaeres lh Bag ee ea a al Ps aseee SAGee Reet eG oat: | ehics: ae Sen: eae 4
eM eee a lies NE eeaeaeOg eaeeae eyCa Mae BeaeNS La ee! Bene ES ieee oe WO SGUN ayae eaGN a eeeEE || se OT ereaga es Ne? a ee lo Meee Sa eh eee Ea: ee) Cc ee eS
|,Ae WS i © a8 Ce a a7 , eee ooloa ee ) eS ee,™oe2
a te hee a i ee ae ee ee ee Be MS PEGS ee hes i ON Bou) en ee FLEES A ae ee oo ae oeI ee oe ie oseyoS a ae Bee oe a co aeaayee.2. Te aoo aes Cees oeLee ae ae DF es acall) ay aPe. i Ba oo|PONE aeoe aa a ae igOsoo oe 8Seeeeaee2ieee oe FF -i lleaoa eeCa gee |aeSe ) ooSe ae We eeOU Has ae ee BE(oo. esSy HAAN SOs Ra see a haeVe a i‘Gaaee as ge a: Coe a a LL CG fo a oo eeRSEaooo: : a.ss. ON lyae7ee aVeeiLe| eeLk La OSaeeeeCo INR a — eo PO OME Mn anod We a ne Le
seg iayes ioo oe aPe — aoo Nee aACe oy ae ae 4.aBh ve og as Co oo Loe Co ae aeee eg ioe ee ee Lae LO ee Ge aaOARAK iNes ye ee aBES) asoe aoF es 7ae ee (En aNe oe aRe aVeee 7aefea ye -oC arm ao oh — oe CC le oe oo aCs cee ae 'i4oe .- |4% eee ig iMe ee Oe ne i ay ER eee SGee ay ON Bee oO a2 Ae oy NN th oe ee IN aa Lae Es aes neaeG: oe |.oo ae Aes fake aoe ea Moe ia, aaae so Seanad hg {ath eee 2fe |||Nina aenat HUA: a oe Ce es Lee SSS SB ae eh eae hefo. Ce: One Pe ages mes i“iflens Wee ee Se ne ee sine aS IS ey ge oral, ae. LONGUE Oe eine ie Pye CEG 8% lhe if eee |ee ay Gs ee Sey Ce ae: ee OO Oe aee aSIM) “yy ae, eeead te se as ee Mee eae i, ba De Lo Mee) Gh BO tie oe Co B Lo = cab Moodle dh. ll ‘egg, pe feyeeal es es a ae oe ae oo be Loca Des us es oy os AN ae a. Coo ge bays AE oem epee Lk ok a ii oo ee es Se ey Oo a, Bog Se Be oo St a ae Uae oo oe a i bow ‘€ let ae omy ee a ie Laan OGae 7. | iee|oy OS Bee ee le ae Oe | aae oeauya aa) aPi oyoo het ve UE etpigases ge ;ee bo Me, Bis Mee j“9 a“wei ee eo a . a | a i ye oC a ey. | Cope r 4" ADE Busta at: oo) ee EE oe ON ee ee ian See eas Iso Ue uy oe one ae ae coge Pe aI _ Ue = oe 1 a oe ae . ) : 7 ee | a ee :
Ns in,fea 8 ae leaepeaea;eek aeae alli1 Cee patron eee ee ae be Huse BE Hue eo eee foe abe . oes a 2 .o0 ae oe Pen. ien Beta ne aS ee oe a eet Qre3 ASE BESS Wes eee ee HEE Bae oo. ee miter alia a . oc. ce Ve Ws ed ‘i co. ee Ki: i fae ee ae Rae Stas CES ee 2 es oe Voie gia Beeld it ti. ee ee ee ae oe ’ ae oe 3! ye i a i a 1 ys i ¢ a aot ls a i a oe, ee Ra ie i. hae ow Pee ee
BOULS oe eeeee BLE aes an JER ERA The oe ES ooon bee as aee oo AEE a Na, Ne ARES serra oe Cae pemee aie NM: & sae ihe: , ea aisha rs OEE eeAEE Be EE eePoca |aS SeAge | Le eG ge ON ) pn ie ams ae eee san on. aei De: eeae oo.feeee aiid : pare aaae Ce aPES — ae Leen ag oe a-— oe eae Srobuaas oeiaiWS ee oe Tee ee jane: HS Lee aeae ee erie be ee ai ee osA 7Be avtatidito:e ales aaeaiaeieSoe Hoon ole) .Hees ms ee cee aoeoeeS 7.Me oe eee Hes oe Loe RTAEAE ae i yine faite ae i ll. oe oe ee a fee ae ilNe aeTale as aEaptenet aagebt ane Be E) ee: ee EES oe Lge pee | Le ie a boa Oe _ oo e's eee ages lee oo ae le ee Hyg gos, cae a | ee PPE Ba: Be _@ ce Le Q Vity . oe! ae . are fo» oe | oo pemone cee ee BgUEs Bea fe Ip AT ao ce oe ae oo ay Lo tea Peaivtee oe (Ab ee ay ae on Se ESAs Gears aes Eee
ie ftoe gk.eeaeco oe Pes he en ICTITIC iaHEeGecgd ameesWhe oo OG Bee aecae ma lige Wi ae ay |cae eeRO ae ba be .ee Mile ooAM Sslige cag aCH a) atee(fat CeeaeeeIC ive arate eens ie:Moor ade Aye Pe oe areae BEE ee .Ae iae cues [Fn ire iia /oeoo nddaent CaS iae ee aieedees ee Eira ree gee ey aoi Dy oes BESi atte bo. ae Ce oFaes Blige Hee ooaeeS eea a Weare eee7oo Laeeoe el Lane Lae cere iisay ss ee ne 7eebm iEEEEES (4). a me lie: yy uesae areas teeee Hoge ee ana. eM Cae ee ce a oie greORB pareaes ae , Hea» oofe oo women ED La yh oo ce oe Ji vt aseeBias igi es eae eebraid eee coe oe oo A oe nk’ ceee ak, |Me: feae) oo ooamre To “Tet 2...ibeQ ltaae aeeig oacs aeHEPES A, ag? Se Es BES EES ee-_ paaea iea|oe call: aoe aili ae poe Be Se ae Baie 8ae ey& ae a geale x , ieLs ee eeee Bes cle ee eeeeo eon ili: aeaHENS AEDES UN ES Sige jadi) aeeaete eee eaten Ae Nii, pra oa cde eee i?paetens nao eeen ee ane iaoe be ae eae ee yoy yHee 48 ee“alles: hoiedt He epee
|ba aoeoO igJ GP aati wesOsvnetoannenan us 7 aa aeLeasenate tae aa aaaah iaPra A eo ae Lo we Esfee oe eere eee ee peu Le as en ant @ La ack ee ae od me hee ee OEE! Lo c| We pemonmea a ae ohn pie ce ieeeAye Lee oe Me oe eePeers SE BEE: a Begie ae fo” oe SE ii:. "Aboneseosurchits a ges a oe ae ie a oe Ain ce ih Le Be gil ee a . ae. ae Me aedais ed ee Esoe ee oeae ie ieee OyLe ay aeaeeeheniy Wee: hea ge TE BeA WeeSSE Phos ec EsFUEL Bn Ee eneeBee oe if a aeeeie aoe oe ica eevo (lisBe.soe a bi ae oe ee Brant ee CO alaneoe eSa dh eee eeTeEs aere Cag Ae I ater ene Hee Bgaae 2 ieag oe os RE PARES Fi Mil ee eeae Pa ney ee ae Be) uli Pane Ee PES (aon eee ee tepia hie Aes coalsauae CHR Sauer SNE IIS: aR a eeeae a Whe: lle tgae eaenl rena
Le a de Co) Ee es ale 8 eeoabeine oe rae: Bee AAR ED 7.Freee yen eeoo ane pears Be aey BPen 1Gahdaas cae ns POM REGE (oo 3ve heernie onic ee ALDILEL Ge oe se epee BSE HeyO st yeeaee ili:ore” oo eo ||ave ee uh aaise. Le Nias) tee yore PUEELE cutie oe nie pees ee“ag cn ae oo ee. aeoo Ne ih cae aah. he, aaeUe eeSsa See sioe oe Fee ol,ea aaeBes ih eeee fogs: HESS pie eae isin ieSere a ie(ahs ees eu ee ae eeoY ee oeieee a aayee ee ilDo oe aeee ee esoo. iii i agie ao Ot iw: alt ec 2 gee ieee ee ey pee HAGE JAUEEE aay pares aN Shinai ell ta ae ie st SR agee Sereeeeree SEES oe uae HEEENS Poe ANEEEE ieee a SPEEE: ae Vetoveneys aeBe 2.ike oo aeee oeHeee ee 4alasaaa 3 eaiPied’ Mole tne een | eee PAP foe aoases caw ne TOs ea XV. ow a 2ee730 He . Hh Be ee oeCC aeatteEER pened tel ee oieone ‘nll i ISESTEESE TEila. salt fy Be,ae Maifoo } eee Bui ee Ce ee ae te ieeaaMe ns slic’ Wes ii eae eae a St iMe ihe Hy ee He Aiee ec oe EES SEAL: Nee ve Ee ea ny eees EgPeed ee aefees aes eee We ee Ae ee3Fee Ba pee ee ae og 8x as ee fa. 8‘viii ty Aertel eat a tee a:es es ae Hi A eyin Sette Bapeecuene Se oe UReteae Eee es pee Saar peered PI) AS a eee ARS: HIG Ma ee aae ee ae ing ie:pee cee eeSouter arty Pere pare eee a i eee | 8 oe bones fo eee " "ae eee ee Pus ee ini Sierras es ee aREE: ff ae owyeae uM eel EOGE eypete Mies cere SsERScee a peice eeefafa HRP UBerea SeutgSHE See nae es eaay 2 ag‘ ..oe. Masoo ai i oe es Bae eaeOECTA ae oo) 2 3 oe ili pap eee Pee+e aeucaae i oo cue Hameo Pease eeePee a SUBEESEroht
QB Ww oo a Woe ; ieee: anet (oefiAc ; . aeoe- ta. i . Ce eee ee"he lpety a eee ees a a aPUNT. = oo ss oo caggeents ce te @ ee oespeieae oe ee
eee ue Bigooeecluiw oeaye oe ics il ee 2 MOE ee een eable ie ua" aw Ee ee biilll ee oe ae.eeaeSrerieennree te HE eon . ions eater En SS eee eaeeen af eae | sea eeae a iee noe ELD ue SeBe oeeee nl le weBigs ae ae oe Eeanaperits ateeo Se (OES ee eaEHUEES |ssoo. oe i ae btaee Aah Pe oe Leh ahe i hit oe eae ee7Aly. ie ie are ier at ee ee -§ 2.EEE frSpares egShee gui ah ES Pat pe Feees se ieeWea Aint :Fe ect AB aeeesea f aRi: yee8Boe eine We eee @ Mi 2airae i Reeeae ce oe aa Le ae au oe iGae oo 4s Oe . oa” aeaeaLe ey! neee lig ie Lone se 7 oil oeae aNr A neBeret EES EOE Sie eee oS 2PSs: Lees ee | coe bseee eine aeeSite ee iai pan eesee aaes stones ESS 22 ene feesiaoeerase ee 2 ereLoe ee WM LeBoE oe Aywilens idee ee co | Wea et aeon ee ees py elt oe oe aBe Ve ae a a loll ee aeoe ee ere MMie is oy oo. eeeee ee Sette ie ee ea pl aoe feel sihie
ee ae oe ereey ke}ae 7ai ot oe a >ad ©gas aeeom ee oe faeee cot EAee ae ceSeu. ce eS aeeestance peaya Tenor: i oo eeMOAKPER non een ettAM ir as ae D2 ae ike heQhe. ae 7.) onl |DSSS aeeereceeae ceed eae kePyaepeee wee ee (SOW UAE aw. eeok esom oe eae ae Berea oe eerncee nae = a 8 Coe 4 serenaner Las ie" ae ee oe Be HOE ee ee 1a eae fr ee ea ” ge Cae a ee a Be pect oe oeeee ee SE —T aa oa ooneer .ceoo al ri Bees ae aeaners pees eos oe ee Te nena oo1aTT neLo ee :Cou SCE ICT ee oer oe &) i ede :SF Loaal ane (a8 / | eee poss aS | yCanensyot owe ek Creu oy| oo: Sil Meao staS ee ee aeaae ae Penee eae Bo ees
iteaBerea Bete ae ee aeeieLm a8 oolaced a3eeeee alee pee an oer . aou a io?" a geet, Se aMIM eeAe ed[oe yal SEs gees eee ie WeSSoeeae ee a yg ale cde Gas: ae asae ee ameld iiNs eae aaeSeyou ae iPera eee hae ae“ oe. PREEEEE Boga ae ie 1 ee ane oece.xaul ie1eA Ne al eee Oe a eee Sent Lis oe eeae hsepeFeaah! ede eeecoe CRETE yee ae esetawe esSa aaYo aHen) Lag _ er oa ieyO iescw uaeToa oo aoe HERE ASIW: , ae vaeae cae erere er Sf Bee 28
yeeeeee Eeie Lo Cquend gon ooo aePes lehGSMe a) ha oe ee oa teae fF i eeee aewana Egiao eesie ne oo ae ee SEAS ges ee ta arent MA fie Bee oS od ee ae sees: aa BeaDe ala oaEO aag a i.oe aoe Ee‘el begsee a| aeRe ee) leed Veer pees eeoe ee SEL Hee! Et eee ce oe aLou | Wa snes Toca oeMin en 7ne aSea es We CAREEE ae os llane agtaDike. eee Bass eeSEG ee 2g ee oe ee ee. oo i oS ee 7 oo. oe 8 i es ae a (fa) ee oe en Lo eee Bee a ee ae oo ny ye . : ues nation ek on ative yy wa pees fe ois eto all fo. ye i Searsanneed peered ee oo es aeHPaeee Df es aaLea 4aieoe|.pees LUCIE ee coe oo. ee Fo aat Ges oe Ae 4atheeeeae SEES oe eee reas Speranreas AES AES ae oy sy Be ey aaaaviriinh CUCU iMgue ge. ae ee ee a pete See ea y SAA oa ie heieeee bieLs Dae) vgee ee: Mie: a| igs ika2 onos Pybice ee il i emeeey esiHh atiy ith! PAGE ie. Q Baa aie ee ae goog eae oll: Ue ee Bu ie 4 is eee ee oeface: ee tnyoneseastontin shelere oe aie | eo rérere ua oe ooeeron Re s7 Ee ae age ieieee a woe i alsae 7 a1.oeeeeee oeoe Thee Ls 4 bs geeae ee eee ee te GHME |ee ayeeeen jg:LemG: Beebee oe,ooi cans ineoaciy otis aoe ee as on aegis cee. a8 a | SEES cara
ee aw We Oe aa vo aNa oe aee - aeeereierene: gee Ee oe oo cee oe es Bees fe bees wh ce oeaeaeee ee Ve Aannie aTiss ieeees aSito aEines +.eee oye oesil ee cae We | fe . ee ae anoni! ee ee —— eee Bee aRCS Ng vet) oe esaes Sewie aeee cia cesees eelsge tt ee ine Fine sonnagune HERES, ae eeate me a eeae ae ieee steer vichd eee oe Vee waui re ae on aeeUSRNEGHe ae ae aERS at As fee SinRaciagts cee aAyOo Asapien os aa.aaaPe og mwehhay ©ee aellone oT Acs aDLae (as ee Se eleee eee aSe||faa: gid ii: Beans gens peers avant IObeatt teees Hi v.40 Lilli fe ee see ae |e(ell a i ae ee ONG eee ee FSWa aul ae Fe Wiig sibal TUES ESS ie fA Seapets ca ae aeeeeBae eeaiaeoo a te pacenten oe eyba ae eee eeeee 0 fal a«||ehoe a-ohh eye amNr lk we li, oo. 8 aM Ben atHs, Wi eee PaBe oe a ‘sass AUSEEE ate Seen asset eee | oe |fy Saeae pacer careeeoreeat EAHENaS ae | | Eat Eee eee? — wi oe ae ae il ad ily. ane Hee 7 ae 7 a oe. at ee Hiei a Heute ees, En rae veiy Be fae ee ee ee hin’ Seren Beene Sel: pees Pee Gal ees Wane: pchhs BTEER
. oe eee ad Qe ee oy ol Vt ie | SESE pee ee ee oa a fee oe ee
ee Be eg Naw" fae oe Hier ne Ss age sowesEe oer. Siti cro. sieoe aTe ane ee aecee Lb SESS EEVEs ee ee eeae spike eeaeon ao ee oe ee oe sncent. neatee aeail!as seated Cee Cees ain oy oda gy Pace CD ae ooo . aAt ee ae — ica UoHEES EE nrater ge SEDER L eeeeay rae be ae Sa ee ecg eonsSq ae ee 2@ oo coe oFSi | aeae (eal 8 COME mn i sb iee eebe aeaaeait es al isl a 2oe suguibaiize SERRE Pereaeet eee cage REBELS EA He eeoe, on at aence ol He walia@men 4aHonay ot ci SEE hea, aoer Ce eee as| oe ee eeeebaeie or eeaowe es a.me ie ie — .Meee oe cae. oe Nseeeeoesusnpileas one oy ee end ieREE alll5IE— Wik cies ee eeesee ee vane Se ee ae feeb Jee. ae Es ee ae a 7 ee . 5 a te lee co eae PTA’ le a eo i aud oy . tee yy il ee ae SEs ei eo ee ek ae a
sat fe oe oaaA") aaeoeaawwe 2omen 2 oe i oe ee ao— ieLe eal ee a ge bail eeweeeee ae Btcae le iheye alge ee oeLo Lo oevie ae Ve i.EL Do. a, ay »ee @ea eg peers ctu af eeEEE peeecoe ee oe Pe a8 co We re 8ead | i. ee cae oe || EES Breoars iii ua Spier es | feces ae 8NCusimnsmet ere ai ‘au .oo a.Iree aaoe oe cca ie ee aeeeWh ao WE a)reee lone? ca aisinenes aeA tae ll‘e.aefo A We oa — gS nods Freel aera jeg paeae ees lee SU ah OMe ee ae eae ee A Vn esernd eee (ae a neee oe Aeff iii ae eee tien oe a a pa ae a._| ge ro aBete ee eae leks ceco oe ow olae ‘as . Sa) inne eaves tocineeet ye fw a aiin Aaeiw eeesSee po ae io es OEE LENE etta’ Seneca euareret: ee eeRaOnes the -eeBae IR Ses Eogsarersrt EEE an pe eens a ae We eee eee Ie ee eo ai aan a eRe Ce. LEDS See. i ie eee ae ie a oe eine Hee a i es Be en sitll We eats SEEPS pas aan inna oe es eae oe ERA
eee ae SEU Fa Bo a co He | Caw Me a ee eae 0K a, i Dt fi of... Ces ae ae ae ae ae 8 ee ae ne Mes hh ee ae ve iu oe Le
eeefee goes ANtae ae Lod i. io. oo. po ue0Mea Sheed ee(ee ae ——e, pte es2wee eae oeMe pareaBe nei bl et ha ee Soe ees ce ee aoeaotoe og aMOTE ieBeyyoke ce oo Os oon Soeunar aiaaoe eee et tee oeBe oes a= ee ae lg ae Tee UCT oe Ce v7 ik feueaa) Pee ee ee eee oe — i Bae ae eerpet LeVo iIO La ee ee ee eee Lae iin ee ee Fail ee ees : ee apes Pee Ieeeoe ears eanae ace ae co aUe Giaeret Vee ye a .es:a| nooo) ea eege ke one Sal Wie ae eeieoe Ve a ge aeee ee eS esoa es " ig 28iedi eeaia eons HEPES peee adeseeae aee)anai el iaeaeneee oe Sg faturte meauer gteaae al ee Pe eeogee | ee aeSee Rut EE pee eee SCRE EES oaeyee ee Seer a e maeCes —-ilfoe el Laas LAA. ee me ‘aI cee aa,CMU ee!a eal i ee J,Bee eeeeae aSasaliga One ep adie F BUSS ADEE ED Eeeae te cou a ae jon iasovocaiil a ieee et ae a elec . eet au a OarLoanigna ee ee Ceeboa | as a aah es read gs pte a gs eee Pie ee“PRIEEED ae aepats setae aoneeae eee eee oa aeaeeee pee ie eeoo. ee ik Niraeraiet aHtsapa is,any a a4 Saar ¢ VE oo eeNie eeah Lee a eal veeaeeBes 3aia a ae . as espe ern cme Li ce ne aroe eee Ey a ABIES aes,ee a PACH Le Mh aaeeEe My co ye esie i as,oe ee om Fan eal an a Hila) a a ae Bcc ee peetneaeeteds HES eSle! li ih a8 Bee SESS ad aeaa gece eeHERES ueEe aoe lo ieias TED pe 5p7.oOo . aiage ‘9Boa }LIL illic po eeaa pares eeoc. 3. sete a.ee eeeeSarees enti BS rane Lee Bete eer cee. Agee ae es a ae RN. oe Ce ene baa ‘oD . cS ee aa 2 Le os Bee cas eee DE eee: ee es senior ee i — eu regalo 8 AD a Oe (ous aa hee ao at i ey Ee ae ae coe eee ES nee 2 Be rsls SETHE: fait ae ae a vo ee ee aay mie iy ol oo an wine Wee Lo ee me (7 ey aN Be 3 ee a — oa 4 ty ee ee eal Sallie ake eee ponies BUD EARE Pas Ne ee i Be eae ill:: hae oe i a ll ae Sate fees b eee anane: pee oEe Bese ee Dt ith Ce ieee Meal ca fe a ne a oe ae esLF es pag Wee eelana: aoe ay alee Wie ee HERES See nae ye oakee ue Sigh a hig Wee erie Ferenc PTE Ey EES : Us co 2 a aa oe an ee ee ae FUL ne : aioe Saee of eecae aecae ee ee ee ae ee ee aie Hh he acogs ikaaa, eehee a oo. Olei iWut oo eehyeeee eee LESS silasnatists MEN fer i ieSaal iyee a2 aon Ge i ae Re ae cr ager vE PETES ie) oo. meat Co 2 a ee, EES hany Mee a a clLai i a “sieaah tee oo oe, oe ae ioe. ae Mea«4VU 2 ee eesy oe fefoe Ce: teHONE ae saan Be aad PANED! a ae ae ae Ba: ee 4apiebee ene ae io gay fan eee MiSgeaaMe Lions e SAS ieee ace S eee eee 5 oe yo ey ee oe ae BUR AGL OUS a as yeyce a) oe a es Coe ee eae a i eee ay ising ec He ee ye US ae Peas Baan a oa oe aa oo. eae co aad aoe | ee a (ao) ) non ae Jue Nag a z | eee eels
ate carer ae ge Lo a Ee a , 2. lane oe on oS ae : ow oe ee
Bee ge neeet Bee toa.Cr . iae V8 aeeeAe oe Eee RO es eee beets creeEe ernest: Peart A Ce ae . 1 frey ao Vanbaten afPVElts anwae Ve a.as eece poe ae ay aaa. ee URES re ee , adeus a ee anecitrah Me9C aa oe yisaa. geBae oe eeBaoe ae ae ae
ey oe aaeaewea oe seas oh oleate ee oe sareeic iaeny Delus a Lo —-oo| oe ee oe . usifrabel « ireeeoe nad ee lie Lemo ae Boos pe ae eea fe co a ae wos (oa oe Se pte aepea ee aAA i oe aee r=ee pee oe=Vad ne ioe Travel, ee8“an ee aeWe ale a.2aeee Ae 6 ee:Berry ES pene yeoS sy oe —— ae ACL == Lueeueoe aTee ETS 2 wr vy |aa ae PSS aie hts HEURES ee) foe paaee Bas eas 7 eee oo” ee . Hecate pa ce oe Ee a. we ne aM oe a vo ee Rea ta a ee: a oe a8 : ae ee ee
LURES Os Hes aeHat aHee ee =a dln 8. aoeia.7ieoe | gue 8 |oF Md cab gs oe aeae Lie eetae Pears EOueS pueee Aeae | eae Dees Ciea ee ffqCone Ce Hs mlgee oe) pentane Eoee ea atpce oe ig hind aoe peta LD aie_ oe ee aCc a era a—. erg 1oo ipa Lecea eea ge Peres ee eRe aoLC aaae ae aae ee| aco ayal | Loe | acee Ce a core ce eeen coil opie BoP Ege eee oo a Le (ex oe as oe oe ee Oe oe ON Cee he poe oe BPE CR EET) 4 og 7. . Lo a oe) eit! ee ee Aes us Es cert ee oe a | eae ee | Lo a .. oe oe . oo oe re Oe ee le gee Be ee cae ee bs SEES pee eer | &) Sener eg oo oe ea (oe ee | . ae oe aa | Le ae
eee oe a you | = a a ee are a oa ery pee
ude ch pach Berd EUG ee ie ee pe ns ee ees ae ae es ee Ce oe . ee os an 4 el oe ee Oe a ae ae oe. Jey i eee ae Paras | ene pareerers peak EE ae aSane ee oe baee . Ce 2 eeayoo. a he) Ae ral tateaeKo iosoeo_o. ae (ee Pane aaREt Mae fae Wert PE Fy Syne Fu eg te(7 ao Me oeUC) eGee as eaei ee aan Co Bee oe Se ; ve cewe oseee oe oe - uo Ca ey fe eeee aoe eeoSUEY ee oe ee AokagsCe oe aoecc aaae ee ees: aaecanes ies fe t Par nec EIeteasane Oe 8oo eal pein? ee ea 1) ooae aaa epee nee CONE aee Asoe cae2 a. Ny ueea wi i) ae cease aeWee poeoe ee oe aeae weee Le Ocfe ad Be dane iss UEGe UE at fT Rayer ae ae ; Lo a ere et ee es ce oe oo ee es oe | me pace | sehen Lay ise? A ee Pueee sins ee a a covet ail B oo ae Be ee ae ee a a ee pee fe ae ae aA 2 oa eee Wee ee Ge = REE oe eee Bak ae PN ga ee a Woy 1. ee le ey ee Base ae | ‘see ae sates Dae ns Ae a in ey oo ee Ales ie sae Cae a ee as ce a Wes cctiags RES ee Wee oe ples eeeee Cees SEE)mee! oA yee oy(Hib 8. a iwo ny aen oe ee ue cS=eG age ne7See aerare pees Os. oo. ‘3Se foe oeEE eeLe oyesiaee eeeeee L.aeiLal oNesroe uei Ca. Ns ol ieoreh eeoiee Ce, poe ee ee ee eee ye aymeee asALe aeetces ee ee oe ‘a oe eeae eo oe Cts a pe ee ee ae cs ce es oy oo ne: | eerie: ee ae ae ae ee iy Le ee eo ee OG Popes oe iin ie Ee te mS saoe _ebeionnt Clea Eee Ce en PS Ee es,ee sion oeoo. ee ee es earn on Sie Pi ee sue Os iia ys eae Meee Hee cd ipiles Begen NG Ce sey ai ols HEE: nad meee EE Bae ph oe ae ae ee a eee Z iia eee ini oe eg a oa oe os cy Ge SG ee Ne aes oe fe ee a ue SS ee ee Des Pens: .aan Pini AON fab eee Hepat Beare ee dealin — ge ee Se a Be a ae oe oo ue Eger os freee wee ys ve coe a ee es tel on acaene OM ES BE a Poe UE ea vi penn: ee ee ee oe ene Hey ll -~ % ee eS eo eae Ave aie Sea, Oe ee ed a pane fe aaeee .Pe DEoe : SOME T cs BESS ADEMIEES ete ee RHEE SE SHEEES cisanuannek ie uti pee an ee es ae Ror Sn .. ae ee eed 8 ee OES ee ge He Pe e ON ae ds iss gh Bre 6 pe aase ah noe piviy eee CoE ote sea rratae tues SEs eee PLES Peraieetn esi an ae eee fae ee ee ae oo oo. a fe oe ae oe ee pee? ae oan ae | pe oe neon SEAT fihenaey HATES pes SacsrLSIrCeEESEE Sere w niet Seer ee ines Sere ay ae . . le oe oo a cee eae 2 See ae oe ie ees oe
i.ofSoeaaes SSE) ceeneanns aae Baers pegs TEE eeee oatcee eel es ce Seshesenunit Cs SADE | Bs Pees eeeei eee nee eehoa a Be ee:ee Te aeeS PteeeGe me ee eae Se ee eae Pama Le — oe as Ahea ld Saes oe eo fg eyes ZA aeN Sosa Se Ae oes Lee oe a— ee oe _eee es aee aBEL aa io) iy & ~ .PTE a .ane : SO BEN Sspee :beeches ieBe ewes BE ee EeEe aes cat ees ey nen hy ened ees aeae eeayes ee a ae Weise ;a“ 4 ee ae ae omni dec aa HE laos oo oe oe 7ae .% rsereeearees “foes Det TIREPEIPS SERRE BEES tat ce eeneeae eS spear “oe ae 5a aece one te, | ee fel elCee eesi “ye aMs | a eyed eres“yy SEEOISS HE Paeebee APES ae ee LBHENAUEIS DERI ss ate HE uu se ne oe a eee Recs oo oy He fy ie re ae ee Ae ee a pe ee oe re oe ae ‘aaeis * é a PeeMSPS enrne ELS peeeeetie DEN eed ee JHE AYS Lee EE val tiaeaeHae ARDY ae xee a Bue ee. Aes ana Reo aa gsee ea|eee ee : aAY eri le ci SE Be cee eee ee ce een —— Pe case ok. Pe ee J :au “os h ft¢efjt. Keo) vy el fy es eee eS ee oe ee ——— ne is fe M SC ve“ CLL ge ei38i: us“hes eS igo eens Saget es eeoe eee meena 2epuEas se ionn Le aEee esce Soe Feary ;clic araece eet Fos aren SES pee poe oe snus EEESEES on ee eS Ee oy 3WY 2ae wtSE ad arwhe siren sierra pecereeeeies aio Perera Whe awh Oe ofEeifi=a“— Ihe ah €free cos acta He EER SEESS me Ps DSc !es 2: es & ay(gis} is gy ge awei :Ses Ee le ae eK, Ga ae cs coe |ees cl. te:fee2ae _2B ois ee ce ofos od “aaypoees aar’EY a myo f Whe om we Mosel AB \cee sequoy vofs ee oe eee oe cee éEe ee Most rrry Sas os ee oe ae aA Eee Fj cae: aDeals aae all, arePearenrceeiras ve ;v::on ced Pavtie aaEES :eee ank ~ute eee ES: *-’Fgh xPEERED an het ::De xee eee! footie ra —_ aSf pel aue ~. are .eea:ieee aks ae ee ee
sR eee ee To. eeBae apeinaede eee ae ys eeae eeeeneee ee aolCe OMEN ee oa |.ahe aeee Hsee eee | EN ES ee peer rie afo pee ee een Pa eee oe Sarecnse ee Ce aeies Es Mes aed ges uae. Cae a So ee ee pe ee ean ae Ce ENG Ll” Bee cabanccrn | eters es Se see a eeeeeceen ree ies FS. a Do wee seh Se Be Sarin anne ieee eel een BOE a Bae WR SR SD igs ee ee eee i eRe eee eee a es ee Co a ae
ee oe. Cy eeaeae| Eee eee EPA e Od er (eee sie EM Here aeege bee eeetfee oe ee Pee 8eieeaty es ie ereDU eee Ua Ne ONCE fo oeoeoases ee Vs abee eeec. a Co oecn oo ee ete aee oe ane eaeomer, oe uae |Fry eee Peee Hig ear Be eee Se ag Cuan ee aA Me oe i) Beene ee ioe eee ee ae aisee A Be eeiae fee MEE cs seul oS eerie rae career aes,a eeeUNSER ORES ©Reg Peo el SEOO Ogee eT canta CU AIAG 25A Seu aei en POR eeoo SHANG ls allENE: a. ieee ne ee eee oe ae ere ee ae fe OG Pe ae Co ces ae Lee eee ST oe ee Se ee eS es Bee ae ee ae Redon Cu er Roe: Pe igt aLue oe co OO et ee ee oe See aus ec aia ete ee ae cere ae EDR M eBe eo eee ae ae cies ee ee a aMin Ba ae ae as aBe oe LSE ee eeoO Ce ee Ie ee nes Beet Ree Be Cee oo oe eee ee (EE a ee ee See eee aaa a ae . ea a ne reign he oo. ae oo i eae LC” ae DEES 8 as Ctl 3 eee ee eee Re apane ckaa eee ta ee ee ae ees Be a ae gee ne a ny Lo ;a aoe : Le ae i . ee ee i eee oe f Ge aa ee Se ee ee Ue as i ea . ee ui Te AW ee ee Os ate a eee ee Cg oes POR SOMME 8 i . ee [ty eee eee ESS ee Bee ee Ee le ie ae . Cc EON oo). CO SO Gel eae Ces pova
aAa aeeaeaRee oe ee eee eee co ee ee Se ee ao oo Ce ae ee uh ees Fie eames erONIN fs| Oe ee OEE NO ies Peees pean aia |HE Say Oeaeeee eeeee Pee i aTS oees aanFae aeoe) Ue nes oo He se Se_ aeae ee Cae feei. eee Do ceaoo ee panes eee CN CN, eyeeae Ra Sa Ce Ae ee a ee oe oo. ee a lo oe ee aes oo none ee ce a 7. . aa ll ee Os. Ces See oe ee os = s i Co a ae oe a 7 |... Ue ea PN Ne et ey oer ane ee ae ee a es ee ee eee a Ds ees oe eer ie ne eae ey Oe LN eo Peal a Bone nee ee ss de Br of eee Ge eee ccd a Ee eg ee eaioen ee ee Be ee re ee ee ee ase ae Fgh ee oe oo. ee eee cog fe anes pedeeLoS HORE: oe aseh ee ee Ba eee a oo |a oehe ae aa Bie eS) Es ke Cee peeSe CSG Sede ne ShyOe: ees:Besser A ALae ee ae WM ene Ge AAS na NN as eo pceey ete EG gieiaisiinn tei pee es SC ASONG RENE uns IBGE EG os HS LEB fee Ses eens ce Eonee Beers Cn arse oe oa Ree aN ee aa oe Ne EG | ROR iy ese a ee
ieeoo. [Te .aeAeUGE oo Ce ae a. |.oo8.(eens oo |.a as |.-. :eeeee Le aoe pee eo aeeepipet «eeERSannsii ee cee .a.ee ieee :.. ae aaeoeeae ae Ue: Oe oc. oa .aee i,a oul oe aoe ae ee ee Ts a.ee Se oe |oo aeee LL ba~ eeee es ee e UN ay, HES eea.Soe Beet CL ues ins ee PS: aeee eo oeaeRenate ee ee —— EE 8-.. Se ee ee eee ee .ce aSaanae ee. oe eee Coes esi ee eee ae PON Ay ueeee, ee ee HOME EE isee iee a Dancy ee he eee EE eee PS Be ee Sonne Beas . . BOS ee ARIES EEG ae TS eran ES eaeGEN bee . aety Rees ae see ce oFae Shesienage os aene a Oe ORS_CAG enaoe spe ey i. a wh gD oeGeta a asee,oe Ae pee Pe Gent eeeeeome ooBeaton ee Se eeaeEU eeSgeee . ae OeeeoeReese Ces
> a poe reer aati Ha Ua ie ee Bee ea mt Ns awakes i Se ee gue ae gree ce ate Bate (aera eo : Se pas es Oe UN es ae ee Pan ie Hanes ce areas oo
ca nefe.ee ee SERENE gescote 7 aeae eeeog Les CW eas 2a. | 4 0 ; . ol ee ea a 7 eae “wa N Oo my eCaa « eee - eee ee Seoe Oe ee adhes aee _es : Be a tld lh al 1 os « ° VAs ee Lo. aes ey ee Se o% een | i Ae Foo ach cc ou ~s) Ge ee Aes EON Eee Se ee . .. a0 Ark %oecoe aaeewea. =¥| aoy VW eC Phgo..&eee ,7 ee eae »1e Fee Min tg ali. |ae llfWW atone esseen ee ee ee ee ||/| _eet.in ATLA ig ell a oe ooieee oo hone q IOUS : ; “aae°eeouFieFe Bia ei uiipia Dee AePUeegsoe eee Beare eee oe ee HELES paces gas oe eeESS ‘3 FA ei arcsAEE Lene ecoussad ee ee Ge SORES Perera Spence a Bea ReaPee naseertS eeeeeeceeeeee a AES, eee ues EEGs cette8
type wt Goode co OePR COaao ’ atSe a af xe -sp 2 Pe gy iCO ees’ ea aeienenr et ReMo AeeeBee aeaeee 4ve eeBy " ii“ole we we The C) yee eeCACE eengPeace j:pon iyesgr all Bosca! . PE A bad (yI | €qr1jia tyCN gio “¥ HUD EAS (s ‘f i.aSo *Ms., :,fourteenth J1694, ek i.e. aRrk ices . ol an ee 2wlwg ‘fh-century Enelis. + LES work on 2 omi “o |Gahe7eyo .a ." AViCe: io(1894, py, ho Le Bhs ol Mint ae iO a Noah a; oes Oy GPR gehfl a Ak f.f.. 2v0. B Y ILMEUS On nuscript. BL, E7gerton late x4 before | the British Lil permission of#. fthe vi dt bse Peer é zLiprary "ed wattGenesis Bly alesIs. ck Ey iteae7Britisl hy -a Pe Bes tish aie ht Labs ig
a7as7 ctye aa ae of . Zai4‘7 ‘an ae Pelt o| ,oy
..> . st ae a i, ¢ oS .
| . om
Lo ) ne
i ae ili :ae 7 ‘avea iiey ae ma Mt in i De an ae
: . a 7 gue 7 oul oo : i a ue i
a / te” Lo a
‘.: |ye \ | : oe |yoaoo. . be— oe ie . yA a " me ae oo pa \4aoy se : oa — ai_« :‘ia.:aa ..a hy” Ly oe Ay aege an “e a s3Lo ‘ hl_ ia ff pea "i op a \ a> 7 4beta:ah. a3 as ae a ce uo a a ue Le aaa fv : om i"A Soe “th bd on 4 .lii. av a |.i.7_.7 .i 2eg aoo)agb oo au Le | 'aat ae ‘i uh ao |Meivae taeann ib He sss ie: aaei ay ‘.. a AG i Mi aava aeaaaei )a io
a.a &eef,|a. .aa\bs Ziyoe | L- is . co i
P |"ii.oe gy .ge.ye Oy. 2% y._ rg wf 2og oe :ee iiffa-ee@ oe, ||i ll EF i: ooo we re iefa, ee ,4 al :|7 a7 aae |( oy ] vv “ avt lies eS |Ve :aN Dy fe we Ye tail FF vi an Me te o " a ae | o a i" . a / i 4 ye a a ae . | a nll aPLo ! : ad, os os r a oe 3 . a . a Au is 7 a a : ae a a co 'i ve ia we gy i) a “ a 3 |ua“|aia) L ee * Hf i iN ss I ve ~ aoeSo oa ve a oe ao Ve ee 8 a ons foaa‘ .ve i| ul oe
Le -¢g éi -“ua_eee |7‘oD ....7C 1! ve |..oy.ay a ; me -4 Coee | i7 e0 oey : ee aSs |a . co ise ae i : ‘yp i oe a , a uh i o ae 4 a " a | . 7 : a ae : i . 4 7 : | 7 . ue ) HM a ay . ist ’ wei _. a1a aoe . aigt 0 a//A iLo _. aMs a_.a :oo :aan Co a' ui aa i::f:iheaee ve '« a Se _ i ue 1 aon ae o 0 a/ .i_ i.a/"ia ii .oe i. Mi i: >afe af gh uia |oo }osa)ee fi:aaeiaaCe .:a| ae/ra|Ga .a i a a— . 7: :ny 2 aLe 1 .Lo 7. i :i. Fea 7iy fd aipe "4 |ai 7hog )ifi -ae 4 oe oy " en ee, ne i:aecs‘ a7oefi. es
-". O¢ : 5 ig a y eo Ls ay | — i -
_ ae a ue i a ;Me ne . ey | a me oe ;"oei)a Hi o is oo aC a me i i a a a iv 4 s4@ aE ooy)¢"a a ca | 1 | / 7 / o / i. oo a Aehy, o : / 2 .: /— a | . ~ : / | Vy by rae a. aod 7Rigs a:co |o tga % .I,Yall a -_ : a a . > SS ly” iy, 7,0 \) 7 & = of i. aoe aou a co a uk a Vy ) A cy oe oo ae os a v See i a oe oo i io Fe a yn) io Or, ‘ei », Cy : ae i Ss oe i > a Ve > “i ay i he oe y: Y a of oe ay, nite aio “ae \ : a Jd ay c | a ' : i He a a a i i i o 4 Af if a a ns 2 i il 7 if a . tN Hoe . oe Cl ce a aio 2Le / O 4 by, af i Hae. LG L Hr aw a y* a —. a i >» a Oy Ca . _* of .ae y7 i6 7. . ap, a il) he oO :no Y aoe m i|: a:ie :a oe :ut aa lion _ti_ ' a (he oe rig a 7 0 .oo ct so as ae @ ialaff aaaua ia *Wy : os _. ee nga,n7: ia-|Fe @ os :Eas La a::~” >. _iaae asy oe u— 1a Pd ad V 4=»|4 a: Hae fa So )Ao a7.ie A Ps ee a,es aS .a /7 aps 2a lag ce i.a‘i G ;: a— i)iaFa“2 fe 4 _ y* i f So * gf a ay Y : 4 oo La Ant a ae 4 ae ‘le Y ie cat a | » 4 : oe ‘ sgn oF fa. y ip a i 7 ee ce ‘7 . % ma ba i oe wae i 4 | at C l i os ae «i ag a o @ a | vas PR, . oo Bic, a Me He aa a1: aoo oe 7:»am 2, ny he ai). uJaaa e Hi A-.ae 4me ot ytAo e ee ae os ”Aw i“i a i)é 4a) oe ee Iiab aeG aig aa a aL | 4 a i ane oD C | , ' 7 4 , iy es My _. Be — OR 4 ) a py i ym le fps o > Se |41otae e“|fi%" ie oy ae) ai ce re “id os ol oe . : i eo ee fu, a ie af a 4 i. a Ai. : a 5, & 7 »4 _ a i ‘" Oe re eal , ae _ an a, £ 5 . ye re Me ao i: latiall : 4) fe es i “ 1 ie o \ o no a 7ieeaae4ee — . an 7Heaa28& aae-.y~) | |Pi) uh oh ih ig 0) a ae Le a : ES wn oy Be SY fy co > ress cal wal vo 7 Co “is oe oo ae o . f/f 4 a Lf a ar ue oe a Mi gs i i ry a He tal er ; . ai eaa i.0ill
~~ cad‘ aa .7Lim fh. a :iin Be a) ae a Co es a ae So ae Fe a HN ae ei oo Lae ee Sy oe Aen (Se a. ua Te ae ae oe A) Bes ae eee Uo ae aiiie:iene on 2 ae ‘ . F e en As 4 ek eo oo oe oe cus ae os ee es OS Cs Oe a) ae ee an Hanoi siggy tat ee Oey oN7 ) eebees Ceae es eon ieae SUE Saa). On NN eee aNLe Cy inal ianoe Nace: ee if eauos re OSSe Bey oe oe eeOp esCee Unie eeoe BCG: ee oeEs Pe. eeeAiea ares ey scinuaaiiiien ay es as ee ae ae ee a ee a Ds ae ee ee . ee i iei)nea ka ee Oe ae TENE ae oe ee oo Le ae oo Fe LO 7. ae EN BEE PO iae ES as : 2 : = ‘ _ : aes oe ee : u ae Ce li iG ae Ce Mi ee ee oan hs snore ia a ae es Le Wg Bie ea ee.ve ee oe ay Oy ee Fs eae We Gy DO ae Deoo Ras a ay ee Se oo a NN Oe vee ce i. Ge) SON oe aioy oe. ee i~en‘oN ee: oo Ee a}He ee ee PRS ANCES. HS WONG a ee mg oe ey, ee ay) Nene ae co) ae oo Bie alae LN ae ae “i a ae \ : . iy 5) | “ .haps : ee ‘ beFe a oa ee Oe ae ue. ae ee Ds a a ee en an We Oe: i ies: Le a. eG Fo oy: a _ 1 DOK 1Br!) a . _ oe ; Bs e a i a a aN Sg) ee SO Go a — oe Loe ee Gail ae A ee, Ba ee te A ie ee 7. A oo oh ye oe le fa oo ae one ee eo oo oe oe NOME Gon i ee aa oe DM Oe ae ii ee) Cee Lalit a Oe ee ea oo. oo oo oe as oe OG ieee ae ay oF Lee ae Ae ee. eee . Ce ee ie oe a 7 fe coca o aaI ee aN oo a_a,ae ee Oe OE esLe a. oe Wee aOe oe iN ale areae aNae i Ae soP veooSeAes 5£5: *ns oe Le eeaee oo. ae Ne oe ee oe NG 0Be oo ek: AG ee ae) ee aee nya5Ge aM sy ea ae ae oere oe ee oe :ae:= : :=ae oe :i= “amy oo ok ae acece —ee |a) Ree aefee Heal oO ot Rll Ni 1f ‘Ly J, :}:Ve gg oy a5 Se aoe oe fo oo oy ee 27 oe oo
ae cooo fe eeSe Co. i. i reSS not at ge ye=aepf ee ay . 7 Vee 7Se Ae a ada eei yi. ie:oeae 2 =Oe: ae“ oo. %oN =
aloe 7 aena.i.oea ie Do. 7... oe ioo a ae igree es oo _ Coe ik LE bial ee “ee L .a.oO Ce Gs oa. Oia. tlDeen aed | as gs aS ooeeoe aee iliac ae eer Cage ee Lee csoe iii ..ae ae fh hi eae os 7vALe Llof|iBea aeoe oe eyco. Leen DS a |.ae Oe oy is i aoo ol ae ot) it a ae les oe a Hes Bae Be ae ccm ie eee a .“a a Cone oe ee oo.pee wyee a ia ant ooesc : os . / ee esi LM sages tng a ae ae eo Se oop USS SO NN ee ae Nasi ee ion i BAGH Min aU) Teal CO ISR ah ie We es ake ee ae ees ae See ee a ane yee Ee eel ete a tae ee oo oo :
oo sail oe OeiOES. Ol Se eeaeaue ainaneae oo— si aiihe ‘haoe oe Le ae aa eeoe Dy ay oo ae he ee 8eeoeese ae ae oya, a oe 0Bee aeaesee eepoe) ae a (eee aCc i seos oe2a 2a| oo. on oa a.lee anaLeae eaig)Ci, 2aeaieaTe eee oo. ee ee: eeCieee oe
if , f Wis .:4 aooo L|ee a |.oo Oey a *g -hum wa aat Ee oe jae ee MeMia eS folSi CNFe Co ee CON I7 gesia1pe eo, eeoo Oege A)Le ae ee veehe ei esCe ee aSOs Do es A oe BO we CG Bee eeON ase et co oo xaeeebea)7_Oe :ee F; “gt i.aeiooeieont oy iae _Le See ;a|aei*aeoo =esLaee =ue
. ane ae oe ee oo ee |a : : : ae oe oe i ne aHAT a:Aw i) a) oe ey oo aeeoe oy ai eeoo _ Hie oe i oo. ae A .oo .aaoe ae oo ai ae oo a ee:on a aeea oe Le
aue i ai) . a aosii) ipe aeae aae. Co oe ae i a’/mn) ee : a iioe Le ..ioe ae CS Se ia oe ation .aee oe ao aaei Foe aaiae oF ie .ta oe aan ih cil oe rh ee aae asia a oe oe .es -/oo|ie:._ae a a i on ea::a[ee:7 .ico WN cn oo LA a a a aaneaao ae ansob oo aieaaaieaa aeuae aoo aa: .a8iak ye oe ay ihn a. aia a.aae Hot Et me a aWs ne a an)aa— i) ee -_ : Hl
oe es Ou a ve a eae a i
aVa. eo ry ™ | , | , | a ae oo a IM oF cae ay a ce ae ae
vu a on Me ae oe oe a oe a a a
Hi enya a aie a HAG ee a se i ee f a oe Lo ii ee ll oe : : “ “oe :
i ve Loen 7 ofie oe ioe i. ooco ee oeaaoaa oo oF A :a”oe_a oe mul oo ul on ae eee See elol wie -oa re .geaca NSH oo oo ae oo .ia:aaa.::va oe oo oe a a. ae a a ne :.aaDs aa Ni a a a oo cc a vo uy Aa oc co a a. : ae : oo Me i ol . oe _ oo Ny CF ey oe iy . a We a he 0 . :oe oo an ao ve . . oa a ) a. ae \ , 3 ut !a»‘.oe . ee oe a oo oe Lo oo oo 4 : | oo oe ee oe a a co i ee oF ‘ . a ee ae (ee | i oe ae ; a ae i oo. ay, oe ae i|:ee a oy eo Shs ae . a a :a ) | : : | | , : / ee a a ie ae ee ‘i a al ae ea Hin ae |oo o ee a a oo. oo . a ee a a oe ae oo an i : : : 1aoe Sal oe oa i oo oo mag oe i a te a ae a a cane Hines a a oT a Hi ae Ae yi) 0 htt ce oo oo a _ ee a oe oe i ie ot oe ae oo i on oo a le a ea 1: OF oe ae Vee . a | Ga — ae ! cae a ay Ga oe oo se oe a ne oe ee a a oo of aan a a a oe ca en asf aiL aee oF ap ia ae i oo a oe a ee oo oe te a | oo a |.oe aof oo ae H ye ce i ee oe oe | —o : ae 7 : ,!aae ee ie a oF fe ae a a oo. a a a ce oo 7 : Dh | co ee _ a ) as ictioscaam a a Ve oe 'aa 2 : i : 7 ae Co. i ek ro ce i i oe a ae My a ,aeoo on Li a a 7 i ) Ms | caer h oe,::Li, an oe uo oe oa. Ce ae oe oe a oo a Le a a i a ae a a i ay i.a : ic ,ia | : | : | : : , a 2 oe / . oe ] _ . ue ; a : : : : | ; , | | | |oo|)az ae i a o oo a 7 a oe ce = : | , oy oe a Co oe ao : | sl : o | oe a a. _ i a ol Le a oe a. a a ae a y lh ae aan oe oe » i Na ae { Fe Nie a a ae i Tank a A a oo oe . oe a i a oe, sal oh oy ae a 7:aa, a ; oe ae Ae ae De a ce Me a _ a i. a 7 _ 7 es a oe a« oe a oe a Me ae a) a a oc ae : De ti = C oo. 7 an ve ae ane oe a ee oe Ue _ fe . A a‘:“i:iaai.a.,_a‘:i oe .-2 iaks a ie 1 ie 1 ae ay : a ae a a pees 10d es ,co_a||:::ayOo :a a : ae oe . a es 7 7 | > ae LC a be .cee ae B ee aae oo a8oeee aoeaoF an) oe oo aEeeCes aCe ae oe a — ae ay a ae oo . aoo eae on Wot oe Ce ae:a aN a eee oe ae et ara aa oo oo.oy a7 aoo aae Yi‘ oo WALAT ne ee aL||| ao ae ry os ava aeaanoe Ly eH aae aoe : AG ne ocu »ne oe aeo aai:a oo) oo Ley ee a. ol et Hen ae Mh Oy ae a oe ay ae a a a a a i i a i " 2 M0 : : : 3 , | a oF a ‘ ca ve “ oe ey Lie Hy a A Late Pe 7 a ne i a a _ oo eh 7 ne sy : 4 oy Ce a oe a o a a co oe .. « IDA eo a oo ee va ee oy co Se a|of Le oo a8aeeaaeoscn fi oo :a,aiaa| i|\bavix Woe ae aaaCae “oe aiaCay, ce aAa.aeee al aipieevave .4aee oe es aaBa oy ue eoeie aee|iBs iae ea ‘ay ce iiy oe (aes oo eae aoo oe i) aa oc an bee Ne hy aieen cy he aae uae oo uh : i oo ie ae a. aiod fl ||ae ve Cue Gne aaeLO Ea as iOe ea ce oe aes Ie aa oe :ce . aoo ajnu ee ioo a|ore ae :ee aiuaaa .aae ae oe oo aoo oo iaa. Bi aa MS ‘ ANE: ea an ‘na ee|a oe A Las bea aee ai iaa aoo aoe oe oe .oe oy . aoo oo oo ice seep ulate aN) oo | : oe =. \ cae a oe ci lg ae ey Ge a oe to a oa 7oo 8ia aae a Lo oa ae Heo oo aVane oeaoa ae ai :oo Leas OG ae ::ye a;oo|, ii ay ao roa iiaeancy oo i: aae aioe ee oe os. a. aigoe:| q] aog aACL :a Le Va yaeke ae ay ee Lele Heok iaa uere ae aoe aHy aaa .De ee ao a; aao hi eo as hy a7 1uo as aeeahe! ie Se oo ea me oF ae a4oe aoo oe oe ae ae i a eS oe of a ae a oo . i : oe : | 2 aoo.aa a ae ae oo oo a, He ae, ‘ | nN oe ee a Va | aM a i oe ss oo a. ee ae a a | |7 a ee Le a ae a coe oe : : : . y os a : oe ee Q ee ee ee a ie ag a a ay ae i ca | i‘ a ce . . _ ae : : : | : 7 : : _ie a.es oo ‘ay i oe ee as fa a ae on a a ce i a a ok cane oe Le : : | j | |oo .), \ae te poe one . ae oe . Vee : | : f gle ae as ee OIE : oo ce He oe Ge i 2 ae a _ * ee bf Oo We a pee “iy a, a 7 . a 1 oo oe: : a a oo a a a. eae ae ARE : a | oe. oN oi aasaeaAe Tee Oe Ed, :asaeaaiayy :ioe «|anoA aoo Ge ee ae ee eo es K ie :oe eae aeoo aTING ae eesoe sei Hs i oeoe aeee aia ho cy ce oo xae _ ae . . i: a :ae 721 |és ;CO “ons FAC aaaIayae oe .Cacae ae ae ae ea ce :|4i.cej_| ;|!,,|:i 7 a ae ae An nay in go og ;.a4oe : : : F i Lo a Boe oo he Bae HU ee .: we:"uy) ya Ceicee re| |a:A ee:\ Lad me ce ae ae oo ae on a. aNCLEN aoe oe !oo _ oo oe a oo aee ae ae:aes ibo, a. a a a a | a oe ae ae 7 ss pO ae. ae oy a . a A Co i IS i : , j | A . ue a a ae ae a A a i a oe MeN TS oe oS a oo ad es iave oo. aoe Wi ae co -Oe aay | supe ae aaa.ae ae oa oo 8.as M :;3 .&Ji:7 | 4|a;|| /oo ee i a oy ce ” oo oe oe a on ‘ a4 ;oo. . ‘ x i ; " . 3 pi oe a a a ee | Gil co ey ae cl a ce Le a a oo a i oe 2 | oo re a) oe i | oo oo eS oy > aFo eae oo a ee ao ae i a i a ro a a ee eh oo oo i oe | : : : co a|a.aae nate oe co ae alie:ae ee ao oe a:3-,a:ae aD0» 7--ae oF ae »co 7a oe aae i.ICING ae aol Foe : ae ‘2 ,o |:oC : eed :ee : :|iO ,iH :a |oe aaa os Q aa aae ay ua We aiMe oe ofoe iaoo ae ooeee Bal i ae iA We Se ee aaigan ee VL ee a eo oY aoef. iyee :| ee ay aeCo ON at ay eey Beco a: ey _oo SR ae oS iie |a A.4ac oe: _. ie a On i M00 oe B )ot , : ae : : ee a a an cod . Oe a Le ge oe a co ae a a ‘ ae hy a ee ue cia a ae a a a a es a ae ee 1 ee caTUEC ETON oe e| ‘;
1Gea -ay a ou y ae aloe aeoh ae .aeA *oe) 7/ @oe EM
oo a
oe ng lai oe ae a ae ae a oe ee oe | a ae ae ue ee ce oy he ee oe con aa a ven 2 ae ase oe ee hy Lo ce ae oe
|| :), |a:. |: |: :; Se : : ee oeaAe eei a aA ee | AoN oea ee oe oy a ae ae ai Be a vo Me oo a ny Ligaie aeeeMs oo ey aeoeoeAy) ae ee ones oo.neoaebe a a oo oe any asaMe we oF ‘ale cas ieea he: oe Z WAN es ioe eea oo i aoe ae aue aa: a| :ce ay a ea ae neoe‘cae ceeTeaaucoy Le fel se aaeBae Aei ales Cee ‘y ce ; i ineine a iNe a ae aa Oe i nae oo GB 0oo a a: a: -ie| : 7: ::: .i || |;| !| ?:
ae ae De ue eeae coNeof et oe . roe oe at |‘ a‘:-| : oe‘7aue :aae aoe :eea.:eGae ycae 7cooe iaeasee one - ae:aBue as Lo }:aaaie_ ce CITES oe oo Le 8ms || aDlg aoeee Cae roy oe aeea oe Loe oo _ee Le oo aocbe oo aae ae oe TAL Jee E eee ee’ue ee yp od ue Oy oo ae ay) \GINTERI 4 vee| iae i a a Co hy a Oe a i oovine aeue te oe Leth nsainee ee2 ame
aoy ae Hae aea ee ye se aaaaaveae O ce Cy a ae Ohh op ee be oy Pot Se Ve oe -| ae ue iae oa. :asoNe ve aae aeaaoo aae ai Ls ie .: iae oe oe ase oe aaaGe Oo aaoe7iaa.ae oe uie aoo oe aaeae oS iih a. .| ale :||44,: ‘ a oe ia|aa1 i. Mee a:‘ae aahe u |aces a Ao aefe ae oGs a ieo ia,oS. TAL i,aeaiaaip ow 2se :i::aa"Le :Ge .Lae .2ce |a:oo iae | aaaane cPe iAe iWAS oT oF i) hae oe on fons ae oe ce o oe Ae es ae ee ye es ae : . Lo Any oe oe a a a ae : a 0 a oo ay . : eo La oe a ae i i oy a a : a.uaoe a oe ie a a a yy oo oo i ey oe c oe . . 7 a ot = : a) 7 v oS a . as) aan Hes a oe ee ie oe ae ae i eae ae oo A ey x na, ee a eh j a a ‘ a et a ay a " 1 ie i a te va ine as a Lo : mt i a7;;a | | 2 : , ‘, ? ; : : : : , _ a % Me . ee v _ a a oo a oe oe oe :| ye a i ao ae ae ae Hb Be oe ke a SV oo a . a tee a ae ae a ae a ty a oo oo a ce ae yt rs 4 a ae ee oe Wc be ia Da oh aeea bose woe ae ae une a ao ie ee eyoF ooa ae Be aPy) o Sues Sige a Ms .oe :ee . | aaole - i oe | i at | e ‘Ls ae asieoe oe ea Se apoe oe oe oe ee eyLe ey ;i,enoe aHasse .: |:cHe -:yQ% . ae aeae cee oe oe oe Te oea are aace iaDG Le Hh De :me ao a ay ie a2 aaaae 2 ae oe ae a.APeoe Se ky at aaoe aine oo aae aaclSsaaa a oe a:oe a|‘Mi aoe oy — oo a. rt aCoa og aaaaaaaeaweesoe oo yy, ee a. oo ae aepoe Lae aeoS pee ooe ae aalpen leana |eeoe iof : oF Hal ieaal.clincon ‘|7ahey eeoe .aeooaal oon ee a) yen ateueeaaee ek ee aayoo in ee oe tae ae Aolae a ne oe es oa faei ee . . oe i eae a ee voawa oo aa oe ae Le a a :: a ee i “ as a a oo oe a ae a ue ven Nae a oF ae aK a coe iG ee oo 4 co paiheiee a.oo 7 a pal ay a oo. Le o [oF can ; i . i a a 7 a) ae ae a Lp a0 he ve a ee ee a an on eg ee ae % eae ee ue Le oe Be : ae pee oe qr ee oa a ae ge pa ay a at oe a ea co a ‘ ve a a oe oe ai oo ae oe _ .aie ae i 8 RO Le Pa Ne a Le oe oe at Co a ae Ve 4 ae a ye oa a a oo oe ia oe aay ae 8 ay a L i V S a : ‘ : ioo iee ee |aae ee oy ee oe ahe ey oo a ae ne ee ooo oy aaoe aoaaeiae aey ‘ 7.aaaaes oo ai oy ie Vs | aSaa|i :;| a’: -poe ie ve EOE ae ; ie en Ka We aieaHep. if(8 on oFae . a:ae aSte men: he ay aCe ‘4 aOey mu wine aae ae aece)oo aie oe ae i ue oo a a. !C Hl av % ieo a a te oe, ae fas oe a ie en oo ae aga : 4 .a Ae Ae aas oe red oe ae oe i-ad
:iico co St Co ae ne No ane vias Lali Bon Bs aoe Nes ae aeMo oe a. oe ce Ley aHo os en aon ae ‘aa|aoN 'he | 0) |4h :aa: | :| eta |Ha Be a |aoo aaiaa.: ae > a Siti a yafLe a.|win ain jest ae ~~," ,44 | ai:fle ?Oe . oo i ay ae He
, Phe en aNesoteS es oo Sis a :| " usa|ifrsalc AP & ]5Q
gq. iF 4
eh RS ee e BRA 2 iol
eseeeei” ge ? Masips i:~~ ics Boe oaMeh ee “seis ae ne ay Os eeee hanes
ae Cree aN eg oene Woe iik oe oar, ie at) 7of te ba co) oo ES aeoe aae oe al ee ee ae pees #i.ace eihoe4eM os ae she oe nny ae Aoe 4 ea. yas a4 rae ee ee ieae ae ae es SHOES ON es epee Cay Neb ie ge Le oe el ae iie Hite Ta, heee ear iepoe seaaa ae aSe pa ane ee pscinaanings ooeS We we a aae ae Pea ae CN ceom imtec a, . ~ is ae. ae ee ie ee by ee SS he os PS ite ee } as iy: ‘aeae Ta eeeas . i ey ‘es ey A ae oy ees )|ee iial e : = See ae ee os ne si) Ne aw ee Wi Nie yee. ye hee ee a eae has aa ;aiSoe : e ee. ‘oy - a mn i: ea: ae.pS o ee ey ioe ee eg yh : les osea sspeoat:eoglaoe ieLa eeasa ne ort fo iatos pee
i hoes sa i has
By ee. Pri ps pall pt ed ion A cs = oS a wl: oe Poke gee ion 7aeSa i ope Se eaTa hee so a3) ey EG ae a aS 2aeOe ie neaeegalt yiae Ree oeges rae aoei Loe gocaBe aCi Wee on Meg mee psaeBei gor. ee oe oe heh oh eeea eeoe ae aiebal GEN veiea.AOS ooo ieSO vase: pss ,aaaoohnooe aah ‘ee een) Se ue iv aoeOne oy wey oe ae sihe :ee 2 be ee, a is a fy ee a Oey | oe ye hime aigte ‘ eo. oat ae te Oe i ae a ie al es eee iSes oe < ae ao ue a or oe a oak aces oe oy ona er a He oe “e ge DY ae oe a so: eae a ‘ce sate. pes Coa,eee a xee:A a Bo ere Wis ee ae mie gsr ‘ Hers ae, hee eg Mee Bae a Bi a om he i one ae a? ee. VAS es ae ee itl Bee ie a a: Hic Mes i aS
cy es awe re ae =a PsPa Se Lo !aeaaao Yo ae Be: mie ao ee iee joieen weae Ce Bees ee ee Be iee ey) td nm WES sa eae Ri a 78 Ue aFoes i ae ao aTe a, iaNay) ay eo Maa gees ae oe ees oa 8ee as ote ee a gaia 0) a4)i;ee ee Lan Laan. ne :Os aoe:ieeee a Cat eeHiei ee ee :call eeEe neg ees eeae hig ee as Sl hajae oeSalty esaie aae aaoe ies La eeaee aoe ce es mes oeSiac oe iveile OS Pa Po kh Se aiaee one oad on ok Oi hs ges jen ao seCoe Se eg es ie, Sa ae eejae ae ee ©aS teeaPigs iisaa! eeee atlia |Be iaGass ee aneo Ma nn ae. 7aii wet we Oe oe he aehehe) an oN oe eeery Se Diag Ee Or Be IPG ee Ph ke TES at fae oe, 8eee He oo be roe ne: is:ek: an sy Poe He Mag Fie @Te ane ue oe es ee ,Paes: oe ae ee en oe ee oe |Bees :s? es Bat aea: ALES :“ae ys. si ese Bae oe leet oe He ee NG aoie Hf fe. eeee ee ue See :ee osVe neil aM Uno ae hs |er nai ean cae ae os ee ee as is a oom oo ue on Le ae is ; ae pele ee oe ey ve . oe es ae te ee ps al re se aioo. ee TSaBe aes “die! pre dis ee La er si oe i ne a hae Sake Pe Cos ae ee ues es ee Bi i hae rg ko ae ae2S eae Woe Poss a Ma Le ee: ahs se ree is ay a oa ease en ots ee ee iee La es oeoe oe seh nik etONE es eee ec Ae oneee at aone as yy areiaMOS ee ee Naan Ae :a ee a ae vee ua ale Le eal aew an :ae ae be ok a Aes oes ve te hte ce one he a, Leet hi Mon, ee Ti wo pie Wace ee Ie sSilt Aer ee a a or ves Mes fe Necro fos, a ees ees, oe 2 et) ae oe hone ins oes a i < de ie Be .rag | oe “ae, |ioe ’ 5 . ||oe :|: te ee oe vie ne a Se ae : oe os a is sf ay Ay ie : he la a A ee ne oe Go ple cae poets Beare aa, eeeee arisAy Meg ek eeare ie ae a aWoe ee as Se Meihhhco) Rilae BaaeOenyoeeea is iy.La ae Oe Naei If _ aea rn na Nea ae Lon eeeot oe Hae iee. meLo a 2taea, : gt Me Wyaes Boog is ee aeve al ee a aioe okFa LaTeae) eeon ‘pa: ie Ce ae Uke sa oo ae onal. hee
AS é2sa sats aien ee eeiRee mie cath esBane oeLa sae Re ane Ne ke ee: sca a Lh ettNe oo veeee cs ae ny en) ee ee ae ok aeHe ae=aky Oh oe ae pee eae “nal ietae % aT OeaLe ae: a8)oy oe ae ae ntOe eg ee Do ie Pe fee ey) Sieve Tai syey oe eyee Nias ENE po ae 9ees Bt= aga Nas Wek Wey ne aaas eeKe wae inoscr FG Sai ie ilHeth ehhn eM aeGeld Ls Ae sae oeee os i“ee oH ce -: .ke :gy :Pee: 3yeik:ees ;aes :oe : :iyi 2mat A a ee ua oe oy Ses He ee oe ae ee se aasGens: Ta cull oa oe eBeatie aetige PEN os Came: A alee ifeoe ee ee ies al me oe es ny ge, Oe has laee eee isBe 8i Hs .' eS > ae oes eos Sees Vee aCe ee ee aHe eeBee oe ie ne age pen ae ee psoiled ae coe. oh et) oeone we ‘yeaa a aNie aae 4ns cy ce xaeh hs ae aed ae en agi ae HN aie aeere) oi pe ee We ia eS rap aes ieea Me oe) aeece vei ae aekae ay A NCA he oS : : iis : éNome 5None ‘ =Oe - ee =nr:oeea : ty . iieein ‘i«gh os sy ae aeftay ioaeee eeauuhe ay Ode Bi atame a ae rene ey Deg eee aOe, i al ue a ae oe oe on om eee ooao leesa ce akq: ba gy byl PY gq ee a es aiv7 ee Ns cee eeiet oeW Nioe gre aN Ve esPiha! peat ame ee ane ci i oe ng fe We Adeg NFRee pom aeapne. fo) ied ey atNe A MaOl oes corey BD iol ae te hae he Pil aPon Re ee ran Oe Re ih odes. aeeopie a aHi eeures fakeania oe ee ee aaag a Hi Woe we eg Cog AOS ei eae pee aieSe MA NE es aera ee AeA an eeae oN ce PALE i MOE aNie oe ee 2Nd allae eis cers Cae eee ot: L oe ye ni SM Pe ne 3 ee a, waa), Le Po a of pee Tea a a ee oR eG ae ee a ee: eid b Ee ae i oy eee ee cae ie a a isl es 1 4 ee ag a a y E es, om ee rel iite) Mes ee, aeBes on aenee © a oe et, gy ae oe al eo. as aeen ae ee Mesae oeoe BoAT Us tae weleae Ue.Cae a ee cael ee wee ce oe oe nl :ne Oh:oe ae ee oe aaoyE:\ '‘ 4' 4\ ae%I a.Mi, oe Pe Pay Oe ge! ie oa. ee. His a es ee En nee Wc big gio Spyies ee oo a ree ea ae med 1 epi et cua sage lie - i We: Ne a il hte fa a itil Hy ue Tee aa ye i a go 4 . : a *
} : : : : a a - ‘y Mc Wa ia, oe - Si a : es : i s ; ‘ ’ | | 4
a |nag ae. BOS: he eat on e a:ae : tet es . aemy ae ne :oe et Ce if al - eo Bt Hee eee | bea oo 4eearol oei jsrkon \ pees ee SS wae. - “ees eee eeae ve es _ee seee A ‘ | Me |a: la 1 oN ::a“”ieaa. =See wd “ie = S. oo) ee 2 ge aes ai2o eeor o ‘yee ae ahiCo Ne \: |Va Be iece fe aee SES pis ae Mon esa. — ee ge inecee |oe ee
\ : : | : : : “ o : ; i ; ee es a : ee: vi ae oe ibe a
OH wo eee je ieee sige eas i eee a eee wid © 38 ook ae re ga Sai OF SONU ate a as as sen pe i ae ae ee Saree Suey ks a se ia L . : : | a | 3
ihaecae oe es See Seiid aeSi Se fe pee, eres: eeS-Ge Cee aaa coeEN Die ees " ni ie eeteas aACES ae i eee fetes eebre Vho Blia eesiesoP ae:nae ottkee gisfey hseen poePed aheee et“sh ee es Ly ee : : es \ ee : '4|a)oe ee eee PPad intMa : a ER, ES foil Eyre ae ac CoN et Sake Sl ai BAe oepannel eyeee coal a a Le aie eaeme Dees _ ees ieRSS ts NN oe aapy an gee os aeikepattts oe ee: ae ls aeat ere iePoses ane oe tery ae.poUe ce aMee -© alWe ‘ |aroe /— | ;a:qAif iat 8ee Lee ai? Tee a) ae! nad vee ele “oe aveWee oe: ae aéoO gl). \i iu7i. =|:: oe ig’Yi ao el oeos eSae ieshoudl ee pte ee ee oeeee Mtoe ei ne ae aere a aie oe ne 7ea : '.Fes | |; i: ce |:: \nd * *;ge ;-a"J-ff% a2 be Poe vis te ?po oa es ate ee ee os oe Soe_ ae :a_ :as aes ~ eiee gilli |osioe ie ae cine oeadeet roe. og aTare oeTeitil eeae ee a. ag aiiaa.
oe ie ae Ri ae on ae oes sens ee i ae ewe a onsale ae eeke eee on oN iwe Ce Loe me iaei ac es Co i i 2 ea. pe :i| cee eeingiatsae eea we Oaeeees paa aoe
es ie “We ae Ne yes i ishoeSi‘e ae me eae eer" aeusaoaa ae Uae Ke eyon ek Sect woes eS oe oe eo wy ooee ae ae Doe me oo - 1cs| | |: | pees euRoe eaeoe aJoe aevege Oeoeaes LgenN oe cee oeaiaper Atae tasmeae Ae ae LaeeG aybeaeso: :Pa elaeaVe ar vs aOaSoest Fed aeeeont ae Ce ‘iepee Le ao ‘—e ne oe —— ‘a“af3\‘Ninn :oe \ He: .Mee : . Ms ° ; aae isa, :oe aartPee en Cee Ue by ch er neey iUs Paes ee ae Te ee isqe eee a oe OsBees ae wee ee a weit etd ape eam Maca fy ag Pouep Ss GN nt asLe Ea | wee fag cu re aeeae ay ee ae ina ih Ss ae Sees ahAs taaas eeee Oe ah BS oi ehoees er giereoee a ieaoe y! : i rn a0 SigY SE ae See: ee he Ae ae ae es 5aaon vn un Ts Lae ae Poe eeae me) ve ye he ee pear aM eo Sa mt iDoe “ oe nae “age ae ene sqm ee isee hsrecall ‘a 4ee ee aeelue PEGs Se Pre ey ae Ce ps pea Pes eek. ,“ane oe yee Ae og. eaeaOM: ae Lor a éte oe aHe ie oh cet Ba aA ik:Le ee Wh Beis ME es ee ey ee eek ee ee ed An , ae Ae ce ah i" oe ay oe ee ao ye Oe seat oe oe agae. C ae re Les ee aca Mate ats oe é cies cee ys Vice a eee Ne we a cre ge " ee ae, 8 lee bes Sie i is dG aa ae a Ha ii he een ae Ly be o oo ys Seis ae ai =ja. a | Pea ‘ ~aeRip: :peai We: 4be :beone iae“ai —_ pe we kG eee aoe lk ee Sea bee iHespecs eemiekes oe aan (ngs Pp i aisLge TbeaEOS Ee GHey ns at 5 Be hace ooMEE) yes eePee ig BERS aes cba le Bie leeeg: a oe eeCs ee 1cenee faeeeaeass se Rye pee ceao a . | Heed fearay | ‘aae ae aise es Hu eee | haeae ee ye ‘ wee Ko Caer ee eee i ae ees ae Hl ieASS) a lhWee 2 eh Las aePyite 6 ite ie Mii “A a .ge ia. aoeSy re ie Mane Pe ne Bs one ee 3, ent ae eas “Ne PONE aoa Wey rhe io) oy wen So Es: ae ons ae a a ee ie oo We haa ea uy y ‘ee eS - : = | : : : : iA ee tee ay ile Raveena OARS Palani eae Ve) og eeoe Heeet eaeLe yeeoS aa iaBe Raai ee. eye LeeaeAy) ee ee i oeiy cdiLe ps bs a 2 : : eeAG a es ae ao aNees eee OGGaay aeieees es 5Loe a ag es Oe oea ae ee iVien) oeoy a oa a ee %. i- me
Noe Ean is es ashe aa.AalyeehoeRohe cybelie aa ahs Tones yee anit Ae Le i. oheen heoeok. Specs at\ +ighof a oe oe ss ae aE iheeo ve a)oe se: he oe LOUy aieiie aealBae ee1hae ial geag ae oe © /04aa, ee oa crmeaen ae aeC say Ln aRES ce eo [7 ay — ik :Be :af :E ej-oN :aseae :ae :ae 5Ware neay . ee ‘one ageceay “leah, is ee aay ee SS eeaCoaCe oe ie LESAN ees aa:eae fe Lee Pale cea aeaf ya Bernas Oy by neawee ne ie eeae ee aeae ine i ea ae ae 0 eae aeee ae a aee a.5! geo a)E ae ae oa We be Oe CMe oe ce eed ee at ce oe ee olin? a bo if es a Oo en oo cae eo sy ge og LPs a bea ay cy ee ae oS a a 26 Ee \6 "2:o. eninge peat a) aeee ie aon: oeeet fed laa Che Sy od anseeeS ie ae tePte ha ae AeOe eed oei as es oe ey eee ss pes i.in a ee. : .' ;:; Secihe eeeeahHe yore ay Bae oeaeoeaN iis aeEagan 1etLa ane oo oo ES Sean aBaae ae To. cat ie Wes Bead gag ae Hele eelMee eae neee hy FNS ibe here oases uke! 4eat oeee a ‘iSette oe,ye Co coe abaoe eahe oo eg BarWO a ce gE kee at}ee ae i, a aeLoe i ae ee ph ae Woe Lae Nian ts arene 4 eae ee ayoN ey Se PROSE ia oy pe aea eae se Au co hae ate oe anTag Mice i a aiei. iene aa| aosi\.: a4 aaetsee AE Pe heiAoe aee : yl Nae 4ohee 2Veeee ..nSco hee Ieeg ieRe a as eis oeea : aAit ianeJae a ae es :ee aa) cha oeea) aeoeaoS ee oe ie Ro Pare ik ae iat ee ee, ee ee ue ae oy a ae oy bes: ae ae cae oe 5 a‘ . o := dlls mae? ae Hee ae hp eg iad ee, t Ce ll ae gi My et a fa AS a ay ae Aas oo Sate ri ae Z ae os ‘ ge an oaeeche eo‘aecoche ap a Sees Ale, : iuee Lacekee aeehePree: Die cose an AE aoe,aMee Pacey a ae ae ee ne ae, ‘eg auF — | aei,gio i,a oe ee 2ae Pe aS hae ee :oeaad ae er ale iaeoe A) ee ee :oo. :| a«3:. i:_:=:: |ig Migs eo Ry ella sco al au ae ases ae@Aes ae a.atne ae eh ane SI) i ly Hi: We oe ‘all icssiee iyaoe ee ne iar: ae PSE: PA TH eeOe Vai: 4ay a bs PA aa Eeoe aigs ae Less atah eX es By Ho iteeyaeae ae oe iaeoo Hate Wie ae eiHe ae uenaan Bah sti|ct ee Aae ae oe ooSAU boos we? ea Vale Ms ae ai =aChae eecoeN ee Woe Vee ee ialnel ay oe Le aa Cae . oe Maes ,7 Lo ekg Gy ae a ee ie WAN aesinll none : ha Jee ae Te 20 is or a oy | a 4 Le oe se Me oer i eae : 4 be pe cies en ; fd Na ts ae eS cn Ee er a a i wy fae Lee in oe a oe | oo | | 2 ce : : |pe : ‘ ee i a Cee j ee Oa au eeLeia np a Feiaee veeo, he peli ae Ni ae sieae mye scawae We A ee eA “aneoofya,\ an a i ae a paoeane 2 Bg oe ,. g 7z ‘ga yeeBY iedeSRee eesioe ee Cy ae f‘alt «ae i ioAG pee Hoc neoeLee 7 oe Pcie eeece bg ear A diaHe aesHH canalsug onesSeale ane rane ies in ee Be ae eei ea ct co li oo 6 }:: ;=(j i: g 4 yeZ : : Xa Weeyore eesnigh ee Peas ay, ig ae oN) einya . ae ie Dae weeeye ae- 2aeaii osaeoe ei ieie. A ; , I:
ce as Ie oe ‘dhe a hae PS lest Be han ray wiht ete Mpa Bee tee eh a se ip ‘ice ial doe? ua oe aon aia ep Peer ieee oe is ii ao eS Ne NM Aaa ae Ene 9 ity pas: eee | iy Oo gee gia ae Ce i : ry A aa ae Ga Bes 4aeee actieyiineas, Lae a8oy! eaeear pee oeae 2eees ae as aaa Pe Si A~ioo a| :i a: a2.a =is i get egal Ae ated HeWent ue al aee ay ciate ey ee Wi i oe aEee oath al ae :oe Mil of 2ee aee iael ene. Baoh a oe oe A aiaeta ae i5 oe oa an cy ih aPe ]eg. :eei- :oe eeace 4eei |ne ieA eds pes aeaae Gs Agen Bee (ely |ba aeea)aaNG ey: Gee eee eae. sa:Ee ae es alt Mae sag ay fe ivae ME May bale nea hel re, yee ai(a ee iA, ee 1oe ee iae cay aoe aeOe sa ee ak en eeeCiacae cagVives cone yiae ieURS &atSMe Me? oar “$! iy ae : ese ee Lainie Ag ieiNRe Ne au es Ven | a) co tee imic isad oi. ee. Leo cowy ae aa ; | 5" ae Meee Te Mae ie es AL oN oeieeae oe aei)oe ae ae ae oeoa ieeetsaeBas ly ce eee bm
:
:
ieeoe rans nee cy alécsie ya aenae: Aoapoet sseae ae eees%eae, os ane Moe er yy ae ae 1ae 1ae aa eG aenar Oemo i. ae AM ay aa = : i ote he Lae Dow ye A oe ae See: Monee: ihLo fae Leap ee HON aeeM oeOs Ve ea Sia aie eoLoe Ee Bae ee -aik 4 |He oe ae MLS eSee ee aiieay aco) eBe Bae es eeae Ra ee Ce. Co mg sa Co thaekLe Cert ae.3 a: acbs eeA we By Be aVe ore aein¥, ae > en ukee aee ME ey ey, ie one eeatsn oe AP aeLsot Ne ioe By7 oe Te a if| Ps yes eae NG woe eaaeee pee oyve eeipoe ee ihae eyae Lo Ns aoe aeWe ytaae aeaeae ee aly, aa if. Cee oe Tiny Ny ae aa oy eT i a fey es ae He ae EA eet se eos aeace etacoe Poe ,eaoeMl oeae esBe leen et aeaa aley al oneeis : oe aee :iee all aeni seuiaeee oo Ae |-Le 4a :3i 2 ioe te| BAS rie Cyes aneee reyes, eA esa Ma alee es Be ay ma ice Ny ee aay ee oa. ohae eyee ahha soti ee osiyNees Sen ee pe7. ieaio es eee aia aaAe ;aetaoan iA ey ak aEy Ms Oe eeA erat ee i es ae oe enee ieaa aWee ee aap ye Mi che eeWU oe ai at ii7a| /A i2Le eis te cane re cs aPa Ces rdue eeeOn, ecu oe ee aN gy ras Moa es wa ose Lo aa Le ve re |es 8 :Hf : ies ae 3aenay re Le vee as tal aN Mae Ve we aae,ee ort ieAit ehh Me CF oe (ipa woth |ya\of 8-2 PEN Be ahh ao ee aefiee aie Bech easa “he ibays aeayLay ERE hs [aeae) aaLG onWe oeaNels OsLe eo.fe etic’ i Pe aehe yas va i ve heee i Mie: fe he ao iailmn
EON iei -a:: ots aes nee eyeth soe aeAOE: one co aa me ak eee te ee osis ae ee) a: ae c caiPag he ee eee AMake eeyo) ol ie Cie BE :“ee oo ao eas oe Pes BZ :eas~berai4ae.geval : : 7% : :a )a : 2s ‘;ae : :: to: :ea =e E os es:aie seit eo Le gele aieeer iesey aca naGe sa ee Tae Leae . we ae as phos hae apane Boy ae aeeof {oo : ii.ae aatfaeelaany ao isf)iheaaeeio /aeesoh oii oe) aeMyoeai iOe hea OeWoe ay elyae ve ce 4ee weeiPea bead He Bees Soa Aecr fen Woe 2a ne he! AC ifaN / : ‘ads Y 3 AN oS : ‘Iay won iEaneaeaeEs aogaie teet 1s ae. Loge ae ePa: etuesR:a my ee ae oTNaeeAsLes fo ig. : oeeBecoe cies ae he fa pels v ay ee eas oe oles Lia me es ity baie is cae a pa a oe ay eae ea ae & aii Ce iG Wace oa as i ay Hane oe fee AN a ee ae ae aoe peel he ee
con z ay cpu aaeaVen &hada Peoe ake a ae Be. Me Eig) oneeee geae ae5Ca ae Leoe aea eet ie a ee aSiay asoo ae ce be , en be eo @ ‘ ibees Rene ae vacoe AS ie oe fel ne Me é io se, oeck Br. Wier: etCe aa ane ae Byae Eyaba ee iegfeWO ee AM See a ee iaaee om ae F are ans LN ae fy)py “Poalie Oobem eet be: ae me ieoe aroaiNag we i))mee a,i ae a ae -a“ =, : ;vA) ou oan pel eebe Cage Wed oe ah eeeeet ue nee iay ee ah isaoeaWee iary of oo) A ee Hue Aa aGa hy oy Ne oa on Loo A, )'ain (;Z§:Ak| i ne ee :' cane ee ee Be ueae cae ae ae Pee yaa uae a‘ iad Te D: iep. ageot :iBee ji| ay :: a4M ee rteUASh egee neFon Lu alt ae Os Sah oe Lae ae es a ae | aa Oe Ay Wi) oe ING Gea i fo aeor esaED os co way oe | ;re, ee ;Lig ; :Yas | a‘ ,igh :ee | \uy { =ey = -Bee 7. eae Ht Sa eh enw ey ay hag ne Sele eee coe “aibine: ieae ary aeae e Det Sas ic ey lu a Sy es 3 syaee— at ib ma
| : :i: i: iue ¢ i, Race 4 ie ce aioo Lie a oeHan 2 at i .we MS.sa ois ea ae efOr ae ae aa aas iesa. sora ae we oe esfy on ee a;aey eee Ki a Eby ve Q Teena effgeT a2)*,.geps: ga®6 ee ooCo wee aes Lag oat aeEe esee ite2 He ee ey aa ae oe eeel:ee Ean a ae aebeoS a foes i Fioy esEvie fue aeie: ve ae boos eae eae ee. ua ia aay oT oe 1aa a ae ieheaaoae 2anti ee Seas ae as ea Bs ;ee: :ni yoeaAe Aecee ies os t Oh Hone enaaT Barca) i iifyeys a aie whe Ve ye eye i Me ge ae eaeA yet en Heeiy alee Ps ee Walle ie ae iia)4ieay a ica: . a Ef aseeyee eeeee ie,eehat ea Ae aaHaPe, ies) baraeieAeoeoei ey ie avee 1) ee pitsal aeMig beli iieka a ae Mo OeoSaeaeiLo a iCay . i aonaee: ‘, := , ene WES «eeae fyLe Q ap Sy ee Beesag é PaaS A asPte, ee iuwee Fe ay ee Ne eae ih jaeoa a Me Dil ae ue ee) ok.i Wage Hh aae i lee
Fay Ts ae a a LU ag oy Rates es ey reaee nsaoe eyeae ae AL a ne ee ae pie cae nae Piguet: a Be relies a Hah ce pete se 2Li 2 as ae 7oeai. Me .i.ai :ta: || : ee ae. Cae. ee eyoe 1eo? HaaaeBae sae eee hale Ly eefiance i oA ee5Rao ae He fsSie cag es aaeeAh eeaoe yee ea a‘ ce a ";:aM4 A Hee ae Me is aas Bs ae eeSees op Feo: aeae ue oo. | | oe | :ay | et , sae ; ,ae : ;noes : ’ \ |é‘a cane wea Be | ie ie Lo ant a Pai te: ae ooOe ooPL iii ce nea mine eeieAy Che (eeae (oe pehy! as aaad bee a‘ he oeRifs at | ae SNeae Hell ae oeae oe CL ane ieesaMO ae ae le Bee oe he Hei: pe iu iAEs cae :ae A na 4aees i : yi :
i,ees apeeae Oeaeeeeesee er ee aeare a we he fg co a oe Aa)ec: iy es i ai as aech here te To Weey: Pas ae Oe oe.Ce i) re ee iss qLe4 .“i :| Z; ; es,es etsMey coe.aes eesone iH ‘eae ey) eyNS Pi ee ig ee hiad eeepe aeeyane yieeee»eile lp ae oe a| iwie Os FeWee aea ae Hae Cas Cg Lege i ae Oeae ae ee1We ene nee oat a aae oo: ne iene fat Oy. fs, : -: ‘:i:;| a‘ wee patie Ee Ol fae ue Oe est te eyif Be age AT aeae rat i ee Oe ae Wes oe aaea8es eee Gale Pie oe ;aaePO ee iv ie ae ae ee Toa 1piRae eee aheen ee aoe a oe vs 2iyhoe :oe 2aee. )a4¥ei |oe aoe ee Bod fa iOeoes Mae lu ayie ae aHy ua aot oe COG Len oetices Ay Sh oee a ay AP) i.ee % oe otNs yibaeg.ee xx7ion |Aoa 2;i| Mees dss aeed ee ee ee ae Us ey on Paper eat Lan oe, ee ey ae . oan: ge Mle ae ee eseeLCs is Reyee pease aed nen te|’ me Fo ee) Beeos oe ie ae cealy aa Be ae aKop edae . ae Dine Ns tae esno ee:ee Mis Le onl eu ad imae: aPoe toe Ry Aoe ue 3Soba See ( Sa=7; .i. aape ie oi ee la coe Wy Lay ee Me PLD wen an a co cs ON ia, A Lat eee a ee wes es Pak aa nee -oe : : , : ! : vie ‘ a ee Roy hte a) oo es eS ay ene ei ce Cul ey a Ee | ee ata OMI ie ee eM a. eased ee oe ee ae beets Les Lee oe) ae eas ve ee gh aiie vue aeCoe if os OC ee Neko ias ee As Ahe Lge yy OM, hee: aaOn ey aRg oN ee:|iee aMs Hee ~‘smal cele ee Ber eat ae +e ae Ae ee Gis Mie is ae Neue eePe nee RUN ieee ral et uy ag oo, Bae |ae eeCe es oe Maes eeCo y#3 oo a) : aSe Wy eS :~ , Bae |(ee :ce /ae | AN : aoe . |: ieage :SS ide:ve ¢ :aga iDes =ne iLe ne ay aadeae i eae |aycs eee ae NG aley aa ya ae Fad al eal Gees Be ay On asae eee ico re aoeae Boo, ee tg le ye ue ae ee ee BS oe ale ce an ed POE fe obi ae ae La ae ho ea ee oe abe a Mi a ae :|3| :): | My eee Ue horny, pe eae OVEN Pe eae) es ee ghee ky ee ee, Ee ea: a as oH e ~ : > in ae eae a aa an aiyeepea Bays eeeeGsHage nae one a reoe( be Pe ve Ce.ane oeey ‘amine Ge ne he Per ee eo ia ih aeae neoe| ee aa| zoo4ipa.‘ioe )Ueye iaWe ew ,esBeal \Juea0Bue aa oe Be ae aea.i Ra elie oe ay gee xCle EYos ARES eRe ee ae ee Per Zak Ae aeCro ve aea10 ge cee ai, nays Marae Wi, ON eo) ee ian. LAr 8ee nete ay He ltLak We aaOuld iay ee H£fh aa "1a) aoe yd, aes eeee tenae eeere A aie Aes eae ee en 0La a el’ ee aae = aiyt ,:::: ee at |ee ee vee ee 2aeee ou Hs ve Ree We oe aun ee Ve We eg We ie s“Teah ieG Gee oe) a ‘a oaBilin: ny Hg iyoan: wilbiales iy ae ster cSa iy : aa ' a: je@ooond | Doon Pea, PE eSait nen ieie. xTae iyee on asaPoet sah apPai aeCris eset pale ee aa7gy :a.|.4a| BRS ee e es ee it iy ee as ie eG i 0) a Cy ok IS oe Se a AH Bee Lo eee BANS By) A) ya ee Oe NG) as Ae ay Ses oe ES Kee) tM PEG BN HEN eee Da Cy oa INS ye oe CESS ae COus Ge AG2AI! a Hey Se) ee BO Eee ie ae a i .
Le aaOe 2&a..oo oo aeea.oeyooF La oo Aaf7.ooWe oo aueooooaaom pe oo ee Bee 7 ae He ne ) a ce oO) a.oo cla a. oo On A a-a_— . aa ue u. a.oy aa My aHee Wes oe oe. :oo oe ieo oe Bn ae || oy aoe -aeieee Lo ..en aAe. 1oe _. i.oo8.oe — 7ue: a7 |g 7vas j ot ooee eeos Lied oe oe ae )aor aer.oo Ue iG 7i ileg i.Oe a Le ogee aeeS) eeeoo Bee Co a|i aye ce ue| ae oe . oe aa;yy us oe hs ES Bee e oo. 1aok eeee Aa as oo ae ea ee oo. aaue cae iere oe Bs aave Ly oy ai Oy Me ee oe _Ce 7Sa oo . oo _ee lo>. oo aaa.7Lo ee Co. a oe LL | —8 a a a i) i oa | ay oo oo oo . i. a . 1 a i LO yl Las RO . es . oo. a ue ‘ oo |iDo :ey 7 Ws a ‘ a Ue oF 7. oe a oo . 0 a De eo ih L . oe Me a ee a . a i 7.oee a he aaoeLo ie a. ¥i.oe | ane aeae .. 3ae oeae oF aoe7.ae y oe | CG 7Aiae a. LS oe Loaee aePe Ce eya _) .no) vea aN iLe ‘oo a_ou eo ai ae a7a :ae .. we oo aaaa _.aHsi, i aoo ee i oe 7)voavNe mR ‘ Ral 0 oe i Ha oeaae eesee Le: oo a a ae —my aepioo uxa— : Se Ce 7 ee nes 7 anoo oo aa ioe a , oo ee Ne oy ae . a ny ee ae a iteeS ae aae I oe Oeee a) ave ee loo a cS ee aa aae KeaOo oF ne a ye on3Bae a a as Ae oe eh .Mia i Mee|)Lo a e
aaPeace Ce 4a. a.oo oa ..asee ‘i ve G aiuLA Boa Va) acae aay ye aoe oe ne uy 7iLs ary Ve oo ci_ 7_ A eeauh eo. aHogi uh aoe oS Ma .eh aGg .— Bs de oa .a _..oFee ,Me ae “oe by ae ne oe Ae a. Oy .ae oF a aae .aa\a vne _ne aoe 2My aoe co aoe aaeoe we ne a aOe aaod oe iae ae aaon oo ia ae OE ‘Le oe ioo ee ioy aN aoe eo ss OF ~~re i oo oe oa 7. Oa Ny ayo Lo —co By fe oe ‘ 7oe Loe iae 7A ee oa7aue er ae ee oe oe \ ieWy vey) .oo s oN oe oo _aieoo i.(ie oe i aVs aaae aay iaaa.ON cS ee ‘oe oF on oe ae i«oe Me oo aN \aeoe r2yo oo Le Lf ae oo . _ Ky Oe a oees i) ‘in 0)ea ona eea oe CNee eyoe . cul oehs yoe ue os 2aae ‘nd uyioe ee ve aVe a on a ne oe coee ae,ce aae cy eeUe oe7De es te cn oe oe aoo ORY oy a. o88oo iol Re . 4. . « ae —_— ae a ae i oo Sp be ve fT 7 Bete ae a a ae op a nh On ee on oo Be oe Oe oe ou uw ey oa eee oe ae) 1p a os a B) a a a ee ey an a ee Lo ‘ah Ee) NS ol oe be . a Co .| iee — _re a ~_ i Le Z7. ye a 72 oo[|oy ooo. ank : \ES aoy On)io. .|~~ a— ee aI aeores ae Lo 8aoe a cn aete a aii m oe CO a |oe.iLa aoe aa aoo oO @ a. i7[aeaa_ae . aay “ae 8nee 47beaon, oe oe eee a|/i)iLoe ee ee es ,ae i.aa. ea ns i)ae aaek Ce, .ofbi aeeaoe .yy os Ee Q ve oo en ae oe a_Me C aG ivo aA Os a _| a Lee | 7 7 | a oa . iv oo ae i : yi es oh 4s 7), _ aS 2 A 3. a ae ‘ vo. a a fy ) oo cae fo oo. ae es Aa oe a i oe i . oe ae ae oo 7 7 oo ; 7 ae ae a ) a o | i . i o A a a . ae 7 oe , a : Lo i oo . | aoo aee2es seoeae yy fgoe oF oe oeoeaa} oe git ee i i)Uo oe — - ‘jue, ‘AiUe Oe .ee rh a .nae neaaoe ;i 8ao fat a)oo .ee aa aoo aFLo ee ae oo |ic) ae os a. ee ie .Ue aaeaMe ge aaae eoo) oo ae oe oo a:2) Hs ‘ge eeaie ae oo coo . es afuae \ .4aoe Mt ae 7oe .. Lo 7oO) ‘aaNs Cy oe ae ae aSaa SN as ae: ca as ae 8oo7 od ian .ve =aBes: Bue ains _Bel) Us acy Disk hs ee -iG .ooe ee aey a oo »aoe oe oF Wee oy aue ae ue oe ;— 8a_ai5Ca ae iaoF eeSe ae ..a| Le : os Oy OG ee aoe ae ey aeey os ue .ae ‘ioe ai.eu aeSe a Oe ee a)co AAe oo. ce oo oe ae Con aoaa Us Le oe My a|.i._ee ay o : a : ce oe i a ve a ie . oo Oe ee Los co a oe Le a | ey a a [ oD be a ae oo y f ee . i uae _ ie ay oo 0 Pe ee: oo a yo a. ee ae a.oe | Oe ao . . a oo ok es eo Se oo ae on oo Hee L Oe i ee ae ee ee cs La a a ue | . , oo ne . an a ae a® aa eoi_aoei).ae iaLe aaeA .a aaae .ae.7) aai_8a7 oa 7on 7aTe Oe ee Poe on . Bos oy aaoo oo Bes oe 7oahoe ooe e Se ou) oooo ol usa |a.We 7aWe aoF aa oe aae. a‘Se) oo bao aoooo aLo oo. oo _ aoo (Le ieve 1 oo ioF 4Coye Le cay _aeaeave .oe .aeaa.oF 4Z .oe.eeaaaiiLe oy 7a. oe aaoo es _oea )..a" OF ee a : > a oC ue aae aoo iee By ae oeoh aae a8 he ee a,Be eee ae Ge ‘ae oyRee a_ Be as oe a ae a7a% _aa.aoa. me |hoe -— 1 ce oo ae 7 a ok ie Ay iS a oe : Co wy oo. a bie es A ue a ce al a oo oy oS a lle ae ae oan ee a u a) i : oo ye a i oO : ieo i oooe aei ae oe \af . oo on a a4ae ysae aaUe oo meNa oe ae. _oe a &a a. ew a ae i 2_iBe ee a\ oO oo co a 7os i oo . oyaCe|ioea: oo a0 %es .a :aaae a oF me aaoe >. | | aauy |. Te aio ee a. aaHes _aoae |. .
i. a a FE Ris a OF oo ao a ae oo ( . ae
eo aa aa.veWee.oeoneaaaeaaeaoocay ok 7 | 3s a ne i oo a 7Bi! 1 ae - "oe aaa0a aKaiu i, Co aay »iaa— oo oo. oeoe a _Aa — abak_a aie _oo Ae ioe eo aa: Se uy .Co) se)_> acoe ae aio ae aoo4ay iics aimA ones ia. We, co aah aoo. -— aNa ss oeee ay eese) oe oo. ykoC Kyoy ee a. Mees He a : are. oo oe So . aN ay Se a a aaoo i Me i oe . aLa ne yee i Le a ih ee oo Us Ly ye Me ee oe a aS He We ._ a i aoo : oo H . a : a y a i ee a ue De a oe | a ae a7 Cn |aoo de iaaiea o|i.i,.eSot|i|.es,aoo 1:ooUe. )0roe. .a7_.ee aaLooo my oo. ae oC 7a77 .ia» 7oy8aOe .7 e:ieeWe oo aLo. ae .oHoymo ea>oo—ay 4Os oo ce aaara .0yaeoe aaaaega1aeiLs ae co .Lae Ee aMiaa.ueRoe )a co on Le co. oo. ae7 aae .ea a_oe oo ae Wee oe a _.co ) aioO ae .aece oo iLo _aee oe aCO aiyi) Fane De BG ae if xaaee ueo aao one a oo ne aas. aMe oo7 ay . ie oe iaea:iaoo aya oO oe oo oy .aae 7.oo oe ioy oe oo oe a a ue mn co oo bal oo a nu ie oe ae Ve a oo : ” eG _oe a a iH i. i ay a | ey i . : a Lo Loy 8 oo De ae oF oe a i oe a Ho oo a i. os ue oo) — ae a pe . oo oo ce oo : _oe )i |Lo :. oe aaoe 7Ve oo | i.aoe) | aae qa7 Bee a aa o .oo aN aa) a72aoo E oF a.Me oo 7a. 7 .:CC :aa)aa7. oe 4a.a., ee . \ a 8 he y oe : 1 se oo oy) a oo. oo oe oo moe. oO co ee a 7 One nu a a a To a Peo. a )) _ ue o os . . . a ae .oe any ooe iaa— ./.he Ge Co oo. ai _ aoe oF a:oe ae ON cue a.—) a>Nh oea eo .oo ia aAoe oe ..aae a)lL Q1. a. aaaae oe yey ii, ace ae 7oe .ae oe ee oe ae — ae a) aaaAe .oe ae ne avLo :oy oe ai.aa AO ee :aee . .uoo aOe aEEE a_. oe :|a i.ae oy ao ro |ue Le oo .Lo oe aaa La ie .oao aaoo ont i7. ,a. oo oe |aoe"ae oo oo oo a.i oN |7 ue 7 oe > ae ae iao oe oo Oe oo. aee as oe ee Lo pe, .wee, _ae ~~ beef i.Sa _aSea aLo 5) aLa vo .yoo. oe. ~~ cu oo .aoa.1Bio Lo, oo oo See aay aae i,vey _.. “oD aapes _bcs i,oo i7) 3aWe i.co a-_ 7ay aeeoo oo 4aiaAe io 7aoo iay oe ae oo oe .oo aMS _oO aia-oo. :—. aaHeey ue ve a. a coe |a: ey oo ieoo : eeCoi ue,a ‘LOM . oo He ae Ce a.ceiiia.1 Ve — Bae eG) oT 5 en a. peu Lae a a. a ae a7oo.-a Mo es .Aaaos i 7voMalt ehaes oy iE? i, Vie. aayeey oooe aAy he. es aoo a 1. oe Gee 8 A ee He VaUae _ oo ioo oe, Neaae Lo ge a ao OF ae nuLaae as ceoo va cnHi a_co ) og, a ae oe aooacan a Lo a Co i - a co a. 2 a a a Me ae | i a a 7 oe ye ae ae ey oe ae : so . a a Lo ek ee ae aN ue re WSs oN ie ee _ oo . uo8 a R Su ie ee aes In Sa a .
; ee1MT 77a |co: a aoo _aoo aeuy a_ oe a oe oF io ‘ao ae oe ae .oa .ae 2‘eo .2.—oo 8nea‘os Le ay.ey aoyaaoe _o Ai 7oeoo. ioe 7Lae oy oe ofa_2aoo aeG7i vm A eo : a fe oo. a). ae i. A ee tae a a a ae iy _ On ee be ie ee a es a. a oe oo Ce a es IN . a a oe oy oo. a res — oo a ee oe a “ i Le oo ie ae + ll Ho 1) : LL — a . \ be: pf . 4 | 8afn, me. ee oa ne ee as oF ee H oe aie aaoY a, au oo one =aaae a2 3ee a& oe oe aeeae aae ae ‘od eo oe ee oaae ene |cen aoo) ae Lo oo .4sae 7iae oo. oe :»vy ue ae |a:Be iy ae oo oe aoe ay a:Ms Sa aake ee iiees i.N oe ce _iSo WEES aoo 8oe .|AN ee A oe aa oe i oN inane f oe : ae oy _ Ese Sant ae ay ill ‘ail a sali ag ee a ce a Be OK ie Ha wed ah Maye as Wy oe ee ee Re eae ee be ae LOBE Fees BN ae aN sie ee ae i ee oo Ae oe oh ws Da oe Z ee a ne ue on hy ee ae Fee eee ae
a eo Ne MA ae i ot a a a oe Oo ae ae 8 ran ue AI ie Pe ie ms Hs ih ee oe ee ae a a iy Scag Oe ne Ne oo ee ae ee mE By ao is ee Hes 8 Bho Te nae al (a | oo es toes tee He oe Bos a i on oe EE ee ee ee HELE
Jj ” eoCQ '/ A ae seioe7 aLe ae ee a f° oy ae 8 “ Oeoe es a aege oe Wks oe pen oo2 oe — a a i+ - bees ee ae dj Ne a SO ee Lore ae | forcaeaig é»Bie. we i ee i ok o aSs a oe . i.of} oe i ooo aoo oe :a oS ce© eo aehall ae? ae i a tee ae ~ Av . | a oe es a a le ’ a Ge wn a wae) Le on U pa -. oe oe e 4 oe By |. ee ay~: . Ay a oo i a a ih a aa oe oo. — a sd ay a aa oy 7 a a . ce aeejos i ab. ia * fe fhe a a oe belts Nie se ae ay a oe | a e a u oe A . ee wy % is ay i. oe EL Pes . a tae ee a co oe a i. i oo @ a a ae a oe ce oe ace I% bj —_ aOe ae 7Gea‘aaleoeoe7_ace areo oo sar .ae oe /~a|iWes .i oe. ,erly) Ae one NO 2VE ao aoo ue .a. ue ae oe ;oy .7a) :ee. ee VAS sng Ja ania /| wh oo i.a;|oe ]f{ i2 oe Wie aa we i:aa.7in. Sr Sa Sy ce aa) af id N as ct *.oeaceiySsSe. on ms lh va A uf Roe ioe oe aanee — oo) ae an ge wil - Ge :1] oo coe co oy oF ee | a:oT aia,a 2|a a|oo _ee 47ee |aeoeaeSS hagas fe apee sell irhe vie an ea 4A ae hae oo ai oS oo os a.ot oe oo wl sib. AS me a—_— aen i.eS cee on cL ieee o{ _«yl Pigg ha *ae AN ioo iox _ay ee no a4oe aiee eae ce i7aae oe _oC He a SED a oe Mi a i oo a pyres oes 2 oo. 0 ae ee RESES es oe a oo ie ate ae a) coe Rie oy Ae oo - _ oe ca ZN go Sa ee oo a a pee ae ee ae
% 3 as AN eG a) ee of) i a i ry ie ai ii on on a on nouns Ee es a a aM OF ae We ve i oo oe As He ee ae ae ae Rh cee a ae Hee ae bee oe gh i Ml oe : au : ee a ee hh se a ae ale aeig f i ilwill ee Wo ie aout NieWy i : i i ae a a se aan aut cea Bee ae os ‘ a oh us fe 3 al Bud a ee aeve oO ee Eu cee Le a Shee bees oi " aareeseeaihae vat i oo C4es Aue ast oo oeHeoo. He oeBEa alofa lat _ afea ia.ne aBRaepe L
St . Bn 4 un ve ae " hail oe lig a cs a ie a oe is oon Lies oo > >. ae ce ee a Roe ue a Bau ae ‘ ae ee HE on Be van an oo ae in a ee a
ae al oe ee oo ae_oeatoe Oy :: wRTT a oery 7 iegt me ae a aa% Ki all“ oe oo i eo a oeLe HEE oo ifo a 2B Aas oe 7 ia. il oe."he coga nee a ae min so aa ae aaaaI)aoy aA a ye oe oy Yo oe | a He a RAY o ee ie a 7 : SN te Oy oC ks. — DA i oo ay 2 sion ae . ae et ILUPY amn i;ge*rn ne 3ln a_aN Lo a_ a.i — Le ne ae ata rons aa:esache 4>a.leae “~ co. .ah ieoo iaeoo Oey | aDaa iebeac oeLo ge0 OND BD if4 4“ye i:~~ 4 oe vy aoN aeNe aa7 | a. o/ cee aaCe “— eae ISIC eo . : : oe oe oo ¢s ae ‘ot ee a | . ae ae ae es yo ae ao “ Lo ue « pel] we a ae oO L a. a . ae . oo | a a Lo a Ly 4 0 al ba fe oF weeny E As = . Le ee 7. ce . a a 4 et a a 2 oa a aie oo Be aiea aHee oF oo oo KS ;oa-igOe Oe ?insaaoe 7oo BA a._oe)eeaMe aaeaeenfeaaooaay a a' me i” Lt i)".she apH oe aeer«| imae nie . a, a oe ee ieee es may Nee a OS aeUe xa.ae i as me aaoe ee ih a¥ ON eg ay _. a) ae C ay Mea a. ot neas eyaLoe ES : none aye
yf :ay IRENE 5izapt a we ej 7iefo | .oepp iaaiSo ‘{ oy ops aAe es) aekiay He, ay ae eee hed re |4Q 7hea. .nrfe OOUe Efws cy ye cum”: eS / a2 ai3 a wel |i ty wy ae rees aee ag : nant aere ae ca-— ae )Ye lye fat ny Ae ee oa ye 4=oe :ie eeoe i SES oo Fre bat Be #% "ae a. ‘awal avgs eC a "ce oe esae Lee 2 flee 7s = éDiag tbo aase eo Be ees Ss Hee ,fd we ge" Moe oo Me, ae ee eee “= ua ‘ee % 1 egg Be foot ey 8 a ae Bee oe eae & ee -oe ‘Ld swo iP a . ~ 7 Gn oe ey ae ae ee s ae ata Ko 4Aa, . a . 3 err . . a i v | : Bees vee oa whe eE ge . 4g 5% ad q Fi “sf via sj ee oo Bet ee oe W yes a iL i O oe 4 ; a r : > a ce a ae 4 te "ig = °C wl ah i vm ae ne 5 | cee re ; =.: 1ie ia aws ye ob au agya,iy ee iitoSes a aA i faa A3 24 . ™
. we :~‘yore wot -1e oe .poset ss ey Lol SMaal iaee“g 'ae's, a7””eeaa. Es "Khe |f% a8.
¢ ‘A aM “e {® iea ahe et ph 9es ‘ee /a‘ai a: fc6“2Sis eye 42Bien ao xLae ~ F,y) . oe acla“-Rode Aye id. Ale Meal
z yeoewessdse aeA i.acSains iat Nir . QO Es 7 a0 eae Bie 8ic at pte tr)she ey lb Vv etait ey zsoo Cc af HMES vent ry scot? — ahePaws ig — 7oedle.aeT
-eae~~ aa a cite
ate : aBeee2 Bee ii aie :
ee ote _a Se oe si Ce beat aesoo ee . Ton) His ae ote ee ae a ne i
ae ae ne a te
a8 mee _ oe fa i ee Ae 2ee7. aae oe fh unaate is eeUE ay He EE me oeineNS o.
Bigs sity=citoes ae ne HEE ha, et EERE baee fae Lo 7 8 ee Ee =Ne2eepiaoy ae Gy Fe PRIS Sue ae ed th, iees fe beES vos xg is oe eo ee ES. Eng HE BEES aBe oe ae NA! eee aeEY Es os ee co oe PEE se we Hee ee BEngBy z ere He Sue ee ne nsi aee ae oe bch Baa eth SEE fisaeyGs am ah a“ie ea aalePann "aHia eiai ae ee 'aEaNee ee Boe oS ig co =oegee Hoag Doe a Srkett eee peels: YO aeoe eeoe Fe
ee 1col aisoo a«@ aeky Be ifa ge Uh aaRael : SIs 7 aa a oy 8aaSy ee) Hoe pee iae @ oo aoe eee ae 2vp 4foe ae Eee a Tie eS ee a ue ne he a. asreae aie ieea8Me sie Ee NG ai ae Me ;Le _ae brent oe OU ae ae Be ans hoe roe ae ae:ae avee ! ao ae Se a oo i us fee aiesafeneee.)“308 . .:ae: ig48 :|aeaeet ee og Q | oe we a none’ ae ce ae aWe :ce a aioaes a jaune a8 Le a : ae vie ie 4 a ee at ane fe ee 2 ee BS BS uh Peace mee HES i ot si eet ae sees eta seis SE Ve = ¢ “a a a a Be a on oa 2 ooNEia_a, oo Ban BEEEee EU fo b eeihe BSS pieoe as :es lo oo i a oe oo Pass as a . ee a OS 27 Co Te as a ee 8 _ a BY See WES a | , |1 es sea,oo ee ie a ie oo a a ae DOs fae oe ae ie oF OES oC ae oe aLi 7an aas a. — Dee We ales aa oo. pe. Rea Ss ae Co ee Le Lh Ne a) ee ae |. CO oo ae oe a... eo : a ae a ee ae ee ee a a) ae ee ba ee ee ee i oes ct we Fe a. oe eo 7. a. 2Osaaaae iy oa ae ee a eG a oe ee es — : — 4 ae Ue a oe aeoo hy le aLe ne ne |Ceee AS a— a us tneoo oO eee aN eea a eei Hion Ay aMes 3 7 oe aces oo a es ae eee a ae f 7 ae sts ay ee ae CE aN a HORS on ey ey oe Vibes ee a, ee. ae ea ne ee es Ve Os os ee oo. oe a a | _ gsi Le Te ae ee ea Be |oo :an aaeLe |.Cs So oo i Ae aus oo oe aw Ce 8oo: fe aPsnue aa:aaeaL oo ee eo ne ie a: aeae ae Es Cee oo ;oeee — |— 7Lo ee ae Ce ee Ge He ae A eaus ee Le See ae ee eo Cae .ae ao ee ye. eS oo ieea: Loe aoe a7 —° ee Co eee eee ee oo nteiononlies oe oo Cees eS ne oe B oo ..;eesaeaeos -a.a:i.:. Pg oeee Bene ae Oe ee aSO ee Re ip i,ae oe aee) -2. .ae /ee agw ff. ES oe .Oe boon pe ao eo :oo _easseitlel :vPAs es ividi aEas oo }© )oe Say Se ee Oe aahaa hae ae — Pope HS On Me ee ANE tee Saas Se ee an as a nee CO Oe ia Sl aera aie ON ae a! a Vi gee eae ee ce EELS Btca | en Saas JON gee ah. AN ie ee
Dr hoee wana ies ee Beee ee ee oo Ne - eSoo. caelShae OSS ee SES: ee oo a . Loe - Zzm1 3 RieGea HeneSee ANUE es Hanes ye ae gw inet aa os eeCoy eee ae eeUNIS ee Seen i Wes es °ao»| ae
Sees ee Gis a He he aha bs nee: a VIS BH ay a ee _— ee ene OS Sie nae Aes Dae: i ee Ci Ee
Co Lit Ce Oe LC : hoe all a BECP eei iHs — aoe aeoeeeoo ieee i iP: aM oe CO ho See pacer ee AS oo a Ba _ Ml ee a Lion OS Be oePaghee: atLee es aeBe peosee ae ee ee hei oeaes ae alle Nae CN ey Neu! By,TE Cayae as Spies ae aeeaNe eeeeee ce oe CaNie Ses ee SoeEs ERNs a iesesNes
a.ee a oyae Meoe HyGas a ree Hes yy leees a anes fe ee re, ae, EES ATnae aNSn Lae oe oo ae ig&O08 Paceee y.aee aBera ae ee seat pe)oe ieNEE geee SOpoe ae eeee eeoe Gee Dx B ao aa Sey Or esoeous esaeee Ne aeenAa ee eo La ee oe Ls ee oaoe \oe as ae ey)My Oeiat i ee eeSAREE EE Wee INOM i SSPBS ae Re arn a age AGN cy ee heelo aa Te and g Gee ae Ey a SBE. ee oe aeeS ae es oe ieOE! ea pare Teeos aeoe ee ee eeOO SEa Ss A ioi ooa oe oeesoaee a
7on ee — ee oe ann — sae ce a a a ees siete i [oe ay _ i 7 eo es ' —oT Le La oe ine Ae TNs & a oe. ee oeout a ee Dn oe a. —on -oea.: a aeaoe iWeoea) aa.sua ee sepia has on oe mescanner eieeny AS: esees CoEe a oF oe ul oo.a ei Os aa SES AOe saeeoe oei acog eee Reuland i ees ioe es ES , en a a7Byeomenen aMe a re 25 SEDC bs a a: # mr ee ores lune ee oooe03
a oooaaeaa iaCO | et oe : oe ESpues
/ 7 aa.' :aoe a aoe hs Jie oea. ia a ae aoo aa7reoon oe ee oe Lae oe ee oe oe ee hs ee (ae aNae oy ee ro aae a. ce, oe oioa soa .|a ae a oe 7Co oe aia aean Be a ¥a) i a:7 oe oo. Ces Oe5cone A oe Bos puna a oo ae ee ie: ae oa CN al en we ae ee ae oe oe aca es an oe oe oe ae aes, oo Be 7 Ce a ae ce cee an, oto ee. aGea : ne ee 7AOR a oe oe as . ae a i. i ed co oe oo ne .oe oe | oes Be ae ee oa Ne, ee ee oo ae ee es Le oe / ae a aee aeeaay is ie | ay gan en eat Pe nO ag oe ae SK oo Cale Baa Hee aes aepete oo . Ss are ins Sea eS mn ee oe Pe oo Be Wy dle i a i . a oe ae eeen — oe a oo oe a a a SS iy | ee eae oo ai oeaaa oo ee ieee aace AG eeie. ie ol oe .ee ofoC a a os oe aon ee Ue co ie on oe oe due a) Le ee L ed. oo oy oo cae ooaea Va 2oe uiy a1.on: ie en! oe aog oe a_eeey ae aaaLe. ,_le 7oae r/ale ;ae 41oy |og 1% : 8 : ae a a ae Ce Se | ee poe: aie le 4ee |.ie1al a. a. Ne : 7 a) ft oe, oe a ee yes a oN a De ieee ayOG a(oa _aee ia\:oe a;Ce ee os oe a. ae a ee es CO ey oa ere oe aN Ve La a ey -— oo as | oe ey a a Wee. ey Le 7 / oo a e a Aa Lo ae oe oe oe oe ee Tennis ofi ieae as oe ae a 8aie esioe oo aeneLe NGay a ay wyoe a. oe a ia eo Gi oe aye me | ieeie a ee a aa seoo) eaee oeak a | a:oo a7 | aehas Lo ee aFae oN oeneoe ay ok Ca va
as a, Bi aa Ge ouaC -— oeIN a:oe aa.ay a Se : ae oe. ae oea aA .ae hee ele A — ss oe ~~ on, 8feesTe ae aA ee ee cen aol aea) feae aaaaSo aeoo) ae oo .at7any co 7iae . oe A .a |VePe ee ae aepee ee ONG PP :ey cos. \aeby raae 'aee aPs ae o oo oe aeBy ee ieoe Coe. Gi ee ae eeaa ae ier ee ee aeOe seay ve Nes Hee ip a 8ae | .és .ce asau a aaes | ee Fe uy 7aeA oe Ke Seoo eepice. aueareeee ren eeoo— eeLe eeIsoo ak
a ‘a |re ed ac os akae oe a oe oe as —a aeey eees Eo Doe Co iea ee aeonieee 7a Ss a8 ofyee ast a oF ooa Ba) aes m3a Ha We ee ae Ha Ce ae a Pes :a ooee care oe Meou oo ee eg iaeaaeeeaWea ay o.ooeeeeane Ce es oo 8 hee 2Loaoa |
Ak :aN aes eeLoca a oe Ce ee oo ae aeK aee oe a oo oe esee oe Pale a We Ns ee Han oo 1Al Cs aae Ca’ ad aa .oe ae ae|4oe ee ee eeeen geaeuae ge ge ae mh aceVe oa ee ae oe Sa aees a a:ee oe aaae | _varooaeaee . aaa i hie Ceaspare aee Ges eeadeNOEs 4aise i ea ev a aaoo.Nee Les near aHia oo cath keeeNe oo(ce oe oe) ae G og leueoe a7 aaae a at teoelia] ie Weaoy Hore oe Cae oe | EEN aa aoo ae | Fey I aae i ee a ee ae a ee ue Bsay peeMe Bae pe oy ea eed eance oe 1 ilaave ageaeee can oeaPela Me oe EM Pee aeaae ce ifa oe ;aNps Bie aWe ve oF aa a7oe uo i| i|Co :eeHG aCN oe alie aBoa fey ee iaecu inie oe aees eee Pea 7i an Aaae iee oc i :ae aeaay Ni(3oe Co An eae ae eee es Ap aees a ned
oa : ia.oe ow aoog4MG oe oe Po oe aae!—|Te aANTeaeee a -aaeeaByeeve a.Ueaaoretailf a i A]i wa :iae ieaHu a oe 1a __ ne ee— aoF pa he ee ee a_ oe ee ae pegs iV on i: ay —— 7. ay 1Se7.oe 12oeve ay ao .La . a aeae ve : | |Le a a on | i oe pe a ae oo oe Ms Cooo eee Aa oe in ae aa a co a i 7oo oo - oe ue a Os aSee ae peter Bi oo aeeaoe.eye Lee iy: Soe faa| ac | an aoa:ie ae le ee,ON | coe Ca ee as (oo ie eee a Beeotee GeLHo/My oo oe ie ineao £ el u PE “nelly :osine eea
4uFoaiek :oe. aaeoFoeeecca!aea.Lo :4ESCte oo aoeooeHUMES vig qi A ae vee me | .7eit 4 a.ae 1ae . oea. Aoe aoe eeAs Bie Hta aaaeNs eh we in by Beao) ger :Re a aa , eebey el ioeFig Jea. SG ae age 1G ao ea aaoeoe eu REE ie eye wae oa Oo ie Ma Sl : bi aaHimaeae iee vee |ee |iFON Le iWe oe oe | a aA 2a oaae a:&ee aa a (igi ayy aBehan ea: ekeee Peles2. etoe i ioe ae ihe ee, ak fig_Anes ae ae 4veLoe ee as oS 1 ee Aas a a oa We coe a Le ee Ce a a20ahee Lo a Lie ( 7 oe i a . a 1 ee ea ioe ee ao ao oy, vee oe ae a a. ee oo co eo a os . a a Ae ‘| asoeaare ayooog 7 aie Bee onaeseee _ a. oo le ae aa Pog— co teCe : a ys Ye He aCeaoo ek oapnets |AES 7Bae ey ae oe ae ceBe eee ee |EER Pre: éee a. eae eet flaa A anee i.Hee aCee oe aaes SNS: eeSO: eeae Oe ee Aw ae ee ee aoo. pea Ms ee See oo fyee a3 a ae Ey ie ae oe peepe Ms pees seaue me es ee on as es Oe jae A Ny: oo aane a eee ae eae ee ean ae ee ayes cee eae ee. alo Os oe ae ae: ae eee en ne esees Oe Be eee tage ee LON ee ee ae ae ye fe a ae 7peene 2os eseros gees Ws enee ayoe ae oe yo oe oo ee Nes eafae ou: one. ae oe cueniinen hsyeiVeo Ee ieeBiaON ae aa i.Mi aw ceye gs oo as iL
ee olin oo yy ae a. es aAeoeeee 2HEA a oe aasae#ae >.fliga_:)ae ay he a1 a:2:a8 ::-ite 3‘ : | enon a a/oa ae -X% ‘theme Ms aoo oe . -we L2ae oe ae a. pike aiMets _— a3=: aff: :a ae| |we aaa a . | i oe i ae a ae oe oe oF a a ely Hy i, » ~ a nt o y co es 3 3a:ee>pie ee Re ti ae a v a 18 a | a 7. y aR ee ae 4 oe ,| | a, my i i i 7 i e#ce : a ho a | oS ee a. . a a a oo 4 ae 1 i c ee Las aa |a: ‘ae a aoe oe: oea ue| aBeeon. fae i) ae : 7. oo“aa“7eeonie::aes |u:;|ee / ne7 . oF uF ae bee
:,aoF reot Un Co oo |47 iioe ode Ae aS ses Q He |uae e‘8|— :aae at) — Ae aaae an yeeag aBe oo ae ne ae .. ,apte aRee Hee oo a~aa|von i.i.aooeG —_ aco ee:baaae ia“oe Te Y ue ve Le oo =| a7 ay) aHu ee oe aoea aaWe Bi er ts ip a:seid cee oe oe *ae>|ae .ae ie Oe aoo re Ike 8ye ae 4Oe| .|aie ae hi, ii) ae Ls oe oe i 14 oea amae ae ieee aLa oeSery re eee ioe BEES EB, nt ai: 7oe" :ieAe i: /,ce4a) iiAHs he es On : oo ;a. eeoe |By :8oe a al ! ;a)-: : aaa «Lo Be a. ie oo ee eta i aus a ae ‘laa Be Bis8 _ Ep ue3 : cee :
igi a | i a | ie a |. as : a cs : ' ; _ia| LsaaLe i) ga / ee ys cue oi Ci f Ei ; . a: om ait a ee if , ie is 7 ep a Bee ae ne oe Re, as a —— i ae a — e s : . , 7 ‘ : = . 1 a Le fie wr ao a ae f a Le roy ae 1 ye a a \ ve a a 4 : a 7 i eS es ; | , | 3 3, ;2ee
. a ~ ei ' - ae Ea : | |
ve | y aae " 1c. 4 ao ee ve a : ve a _ae L ae ee ae ee aoF inl ,iea: a ceaa al of ae ae ae ce aaM a ca a ay oeach a ae a :| acooe plea aaeoeoo. i i =coueoS a :oe. De : ) oF | 3 wes .::
; .; :oe :a ,i’ : walt é ayos | ant oe ER ee ie ot |My a ioh ga ewe oeai hoe veaae a.a .ae aeaeaea use|ae gee ae Le Sh He ee vi’ i 7 ae a a ee ce 18 : : | ) | a) a ol a a 7 . : . : ia ee ‘ a Le Bh : : 2ne:..;Le a a : a _ a oer alt _ s Hes bee oo i: z ow |:8:iae)wa e:ae aa te ‘ee a aa a:OD if oe ai aiM aioy 4St aoo ie aoo aSs ne a iaiok ae ae "3ao aoo y)a ‘aa aee i|cae AMe. ia ue .a /:3 ::ae ¥iLe : ee 3[oe wst :ay : a. |: | || ):ok 4Bi acae |au iea7 .aRi a.at ce i co i a be hae! a oe on : , | |:ag ,:sl . o ie ie a a ve ya ao ae Hee :|a.:‘auy : ae a x SF he 7 a a . oe oo i a < nit oe My oo a : aa | i eae cee oe : ge | ad i be a a a oF a Le up —— os i a " ; { . si | : a i . a i ‘ay a 7 ae cas a ae a aah ol | yh a ‘ : : :"2a|oloe oe ot a ce ho a a a A a3 8 S ee en ae a a eos Bes fA 2S aoe eee 5 “ ie : i : G L es cas : oo i : a i « Wiles: ane : as i £ s pie c ie ee a a i ae a cal fl ve : an oo a a ae a a) Bt na a 5 an a 7 a a Ae a a oc. eh i ae oo a fas ee z ae Be aya aa er oo vod hi aae na lioe ae ane yat See gone Eeeoo -oeseer ws Hs ,e|aaue :ae :;aus :aeLoae ave iosae7) oe sae bi ad aoh:‘6one ae Winer aeeAantes ae ce ae . ,a ‘ i:y a(ae -ve iiii io Hiaaae oeont Hi _a a7. vi ueave“yes si 7 ce oo ‘ pone aea aN oe reCe 2 oe anl 7‘ iant i a AR a iSie el ane Sy* 7oe i)|ee) |a| }aLe ee aa aLe pore ap ke ca . a oF ee oe Ke oe a : : |aee age io ier ae a ee a a ay 4 ae 3s :co : iy on mates Ut a . icy a ae Ee ee ASS Lass os a ee oT noe ae a ae oS ai a oS a ‘ vas Ne fees i oe iN a i i a a he 4 : | ! ‘ | : :
oe aig ‘ats ay oe _. 2aot oeae Lad : aae co iu aae ul oe a.PO 8 Hes oe ai7.,|ae 8|“:;:i |? a Lee Fi Aes ae re ne a ae ee “ a | : Ao, ye ae : oe _ a ae ‘ Le ay — é 5 | : 4 ie a i aay : a o) can y a , ne De au Lee vs 3 a 3 : ; — os Ns nan aoe oe — a a i oe i 7 a sia io Hig aa..|weoe 7ieiaian 'oo co aco-)oe oo iaes ::ie oe iA7nae as — :eS |.;i:oo ::oae ,:c eo ooaD on aee bs oe a Hine oe | ce loa|ae hi: —. aa Ree Hon ion ouaee cea ar |ae ce Nii ae i oe ooaMe eeoe vial a|ie . ae hiati oeve iH mh os wheage \i ee aewe ifay a aJee aa La oO a3 i“oa cy“ ce eo) an :,: i': :| |::fe 2: Q a:iyoo a i oo ee aes ha 2. Peg | "s a Wy a ce . : bi, i : A | a ero foo oe etic i) 7:o nae,ls ae us a eo hae cf oo | i ( ee oe 7. ..:ea a a oT i s he co c : =" a, a i. | i: oe :: |‘=: te fe a 2 i ay ery ee ce ae ea i on — gaeeE oe a a a4 a lage ne i nk a ue ane e ~ 2 ae i ie — 8 ad a » | | a ed on oy) ge ee ws .ae 7| |oo yaaeiaHh ee ay oo aiail .LL 7. af aie i._7a3anaFee co aeaan o: :a:a: i, yee a,no Co aoe Sa op ie iaiaiiiaiv acl _| ueyue iay aBe an :ee = :oT 2:Uk ae -|— _La iiaaeoy oc Me ce aa ia7ae ioe ii ay ar aa.:aoo oe iith7a iooY ““a oe |a :re :a ae a8 io aeo aae se1Nh Wy aa a.as ay ae yea ae ovo ah i aa |itwae R >. ne eta: aM nk a a i a 7 . ea re i li oe at | : | a:|o se ae fro: Aik 1a i ee “5 at ie A a he. oF Le i v UB He ae 5 7 a of i i he i. oe en aes . — LL. a mae i ye x Din ge ; ; oe oe oe i a a a | sae 7 a a a a a oe es a " |ue |yy | : a : os le Ng a uh ae ihe i a — “i, i — a _ i Hise co i. o eS : a a Co a oF 4 oe “oe 2 a Be oe ji i . i aS a oo os _ i ee : Rue a P RI a UN a vy i si a a. a ke oo i a rae a y a 7 yee p ee an oe ks a i ae oe a Be aay ie ~— A . ae i a ae i res 7 a-ya 2 a ‘ ee ae . iy a a. : 7 a i a 4 Mi Uf. a : , | : _aie_oe — i)He:ieoeSe: “ip a aiaa):Ne a ao :a a84 aon aaie i uae ‘ 8 ia a aBe a i)aMas et8 i a on ooa iy ag i.‘4 a iyiMt‘4 La ae2 oaee a ee ee i aa "_a q ie a ua NM 4i ih. aaa a.a.i aOsaoe :oe via:i aeiF .ihe : i,oeae | oe Faia _int One aie ae :aM ee Be ‘ ns : “aa7iii‘Sd a4ace aLo es 1eiM "aaaioe oSseh on ve aoeve vets ooico, aBene SsfaPa ee afies ae a| iae a] ae ii7Nie ‘ae oy au ane A ee ey it aeaVe oeaaaaoO aAe aa aas | be .aeEd ; Ee |pane 3ae : aeefae A ony aig aCo iaan a i ea aeas ical faabe a oe aais ay ee nehata ae ae a OO ur aa.ce ieaneEee oo I a we aa oeaLe eaAe vt A:
ae ie i = et a! Pt ie =~ . Bind al ¢ 6 Su os 7 5 : . | Lo . a ne 2 a a oo a Pa ge a _. ae ee Pe La i ee A a a ae i a ho oo eh he i. : re We . oor 7 i ale ee ne ,ae 3 ia st We 7 > . i a iy as — ag i . ca Po t A . ¢ 3 The } . a a a ee gee a ’ a vo. | | : th A oe 4 a | a : a “ : | : | | : me VY a ee te i” oo a:.4ba se awo ». ioe as. ae H Ce 7“ :|j)€ ce aA ir. ss ca ao ‘ioe )a:= oo oe ae Lo ‘|of ai& va .As (he _. igt ae an Lo 8 a.:_va ce ae a aSan his . u) 7a:aa oT ,,ise :Ls ae ne igene )oe aa aHe |oe oe aif ak aas rn ae aPe ie a7 ;Fi a;aa 8 — — Oo . i a uy oS a. aek aa ue ve iia .ea o)sy oo .Mi 8|x De ul .2 ae) Le i.Ho i. Re ne ia a|,oe a” ae be co. sii a : oe vl Le A eres ah Ay es a. i ° pe Se ae a , 1. i bec ae ae ay a>a:;|ii: & wt a0 ih oO . see i HH . se Wee oe 7 i" 8 =o |a ,:a‘a. he “% © ¥ a, pinns ;es i a a oe A oo Lane uae ao oe a iO uf ae wi 1 ae ee 7. qh ue foes ao a i ce : = os sf | oy oO K ae | = — ool —< oe pn , ae ae oo a : He ys os ) a . a y a oe Oe ee ae & cy “ ee oo — nae e =. 0 oe oa oo a none a < :a.f:. hy *7Me Ss Ss Ld 47:;|=z N 2)4ios ee aun ae a. oS Ie ~ iari yae ae — S. ia _ae .:Md aoo |4oh ,:|F“os ogone ahoge st .a2eae ee ao i:yy oo ae zs Jae Y Me caaltex a“ oae ca3og aaLe 4oe :37*a|as :Jlod oy Se mee aoo op bos A ,oe :|ee eae @ | a ae — oy : Lo Q oo a . y7ng aee se ne oe ‘ . Ae Os 4 es ON a oe a ae a ae . oe _aae “:.A eee oe a pees De fa ‘ on oe oe ee | ey |Ee 2 | | be 2 , | , c 7 _ , i | ; | | ae oar ye as 8 a ee a _e a .aaL. a a oy Le Oe: ee a. M oF : ee a ,,ite , sane :isiiy ,ie | c ue i _ aBe alJ_a |a+SONS ee a@ Cae a ooa a. My Ab oe Jiaeoo se € 3 — oe C , 2 a:aN ; iUe | ee ee ‘ine oe _a2 ane ia) a ae aLS aS— sy _ce oe oo a:anoe ooS on ee are ’ an a a . : fae a. ie ss . aN ie a, | oo ae Vo fee — oe ETo ae 3 8 a ot 7 fee a oo Ni LS Ss ea 8 a, Lo ‘ a a . i ae a a foe Lo. Me oe : ‘ : : .Rh .oee ... oo i ay Doe Co ee el Yn a ee a ae " Ld iv) ae ioo. ue oo Lo . ae Vy | a : 4 a | 4 a } : | | : | : oT a4ee oo a6 ee oo ce : : oe aceoo ue'. ims
aae(os oq "a is.aecy of .oo 2agaie /yF |a:auy a. a |aioe oe 0[yer (yee iii‘oo— j\C.coaaey pta| asf — ae ul oe aee ve oe aearn Se .aUs ‘oo ay aaioe ae oe hoa ‘pom Dh ae :oe ep ry—co a.MsaJoo oe a§ee:rgie aiajeBe avoag_aae ig].
oe ee, Penn i eo i a ne oe oe oe A . aee aaoegee ad esieoe |oC i|ae oo 7.a | ee , PES: | :aPease : ee | | ve, ” .es:Se me : oe —:::|oc Neh 2}.ae oo oe ce i aoe iisae oe2aoo Loe ee _. amie pee we _7Lo ae me | ams oe ae ae a“‘at iaut a_"tais a |Le .eS:| 3fet ‘ ifees :ve.ere :>.:ee-:teoo .‘2 So . Lo oo) i 4 Ail i a oy a || :|ae )| :UES 7‘ : 2 | oo a Co a oF uN a a ae . he oe oo ‘:Lo= Uegrew ae a oe eee ea : 3 ) Pe (: x | of oF a oeBoe we EE oe _— =oe .. ya ae ue 3£ ae ne cae aee aPabe| oe Pe egoe:Le _og oo |— aa.3 Le ces7oo Se aeoae oo Lo ek_ Me a.oeAE 4 osae iaaay eeme a iAa . Oae ae — 7 |' ie ae iisAES [. -ne 7Le is — 4aooi:oo ee ee oeHAS aoe a.oe a as iaae 2i‘ss ve a:igSee _. :\" oa Pee ue yye ai.ee ee: cn .aSee ya77 aIao og 1f oo. 4:- :“‘a ¥i.ee ::; ::,. He ap eee yh ae oo xi & #cee 2M Ci 4@ BN Sgt ae ee eae ao Ce a. oon ie a:aa HS Bee ee eS i ay oo. ne We oy ie a (7 oo | “ i : Hs es ies ee Beg. _ a wae a a a. _ . ee ee an a a ay r . ’ . . Gia . Wy Vfa! oy ae a 1 / ok ae -eeaye ge :ae . a. fe LO aou . oy iga aoe 7.4 :oo es ae eLEE ae oe ae — ie[oF fia. oe ue vee HESS 3mee oe Ne ee Ne aeoe if 4 ay oo ce aa \ a“ Hee eS 7\ bee sa 82oe éeee oe. ” aod A ioe a.ioee .:7:a. vi foe M ae 2oe ee ,oo. .on. i :pe ee
MeWe aoeae ae oo aN conooy es fw | ak ee . oyae a. aaaanad 7mEoeoeeeerate Mb.eenit 7 iwe —a aRefl.a oe AefgoeeeMae Aia ne . . gees tan ariel oe Pt anon iB a a Ve oe fy Ae a — oe en. vf. | i a - f Oe Pat wie ee oo soar an aoe oe Peai,0a oe mCe oea‘ Pah a; — vsier s4a|.‘:we .‘ ::i,:| , ES bee ge eae Bs ana aefae oo=ae Le ae oe cheers eel oy coce eele oyieetpie aCo eeaases
Ss, CE eS Poa ae ae a a a) A Ce ae Lo o i‘ue oe aooi Ld ee . 2a ’: L oe aedaaar: ae oe :oeooeeofYES: aU oe ee,eeAee » he e:
Paes — pes WES peters ae ey i ee.Dee i ree. _ i ae aea a. oe Ceooiga eeSeag2 HS aed as _ ee) EEa ee oaeioe aaoe SEES oe: ae oeoe cg ae :a co ae a os oo iee:5:ee: |. .Oe: aeioHESS ones ee oF aveoFaas a Le aeeo arae .oece Pe esqIE[mies ee Le BSS eee Bae oo. AN oo co — ay .,: a‘Y “: ::oy 19: “: a
ee ae : |. a | oo ip ee a aosaeeee a _..7aeaeee7.aes oo ae a. a) a Be He aooa aoe 7 ie : oe ve Ms eraeete aa oi oes . estn eeaueLo eaea JLEE: . iLe ey MyA ooLL Seoe Cyaca ae oo De es ee oy Ceaaes oo re, | a oo a aoe y . ai .ng a.
ie dalaeoyCo ooLe aeoe Leae | ! RES i. es ae h aey oece. Heee oyFON a oe oa . i ie a ee B ee a aeeoeoeadse‘sai > :oe * aoooo a Be a See ae : eS wee 8 Be ae 2 a oe pee Di WM ae oo ee es : eee eee es | a a ; us “i | “ | . | ee oe a ae SES ane (Obs # oe rans | ene Be a ee 7 af | Ha “fe Lo. a ie i HA Be a a Te a ee a eee ESS ape a “0 ie _ Koo oe ae a ae a eee: a _. oe ee ee Moy a ee Pe eee a Ba _ a ae Cee cs oh He es La INE: ee Boe oo oo . aaapee ae ay ae ee:panes eee cere Se es _ .oy 7 -8tee ae :eae ae :ioHe ae ee . eea TGR eeepeers ae PEeeceae2aa... a oy . a ee Ol aa a :og a -oe a & io Me PB Ie ee ie paves Ks aN ANS paae ES pee gi Nee ae Oy S a a oe a ae ae BOS oy # abd oe a . a :
poate deLe eGaoe yd BA ee oF bh :LD ee ee a Ou ae a aAe oe . Zo oe oo oe ae a oe ee ee NS pe oe ae es ae oe eS 8 oe Ls oa oe Ls a Le a Hs -_ae aeMe nee_gees — |7%i aPy
aeoo a ae he Sh neee eyees eaeAE ae ee 5 Seo pearan eeene ee ai BUS eWee: . a ES Le ae = ae We ole a aaUe ee oe Pepe a oo eee2oo oe ae>a,4lll Os yas aeBe Le cr Ge SHES CES aWes Lo _ae oeue “a.iaeco. i .os :iw Oe1aoo oeeae ee Ae Loe eee peene eeaee ane oe ey Hee ae i _oe MiDie heoe :oo cyaae We coe gee ‘ ae ie OeoeOe eres Le oo ee lg oo oeye- il: ’ BESS eaeNG wy oo ae cS a beers 5 go aD yeyESE . caeoeBea fae esHe. oe a ay Ne) ee ic ee Baeeea acea«© os,
nee La a eee oe Pe ee oo | ei ye 9| ope 7: | ) “ione ! 7a ee iage | a, ap . es o|. |ee i oo Mi eea. 2ame as Lo a oo Q [ : : ry i yr _ le oo fo ry 8 ee fee a / yy“ Wea | ee = J Le Ee ee Loe a vw . |i . oe fo oo 3 Ae ‘— _. Ny coe es BEE ve / oF 7 ee
a ane| aae i oe 7 Be Sn era oy AS aLoe ue Seoo ie 2ieoeeee . a , oe eSeee ee paae ae 7ee ey aWE a 4 7 i4a. da Oe ae oe a_ Mes : ae 0ee ey oe wake 0) _oo fag oe ae ake eeFf FS Oo. Bs oe ae se es Es MM a . Le a'lla| -oC Be 7. éABs _aoei.oe ee pee eS Lay pe _We &:au ‘ ey - aee ac La ONG, ses aa aeset ee EES LEAS HE eg eaaeBug gs aiae nd|aan oe me |.asaee & agaPSS Bene fae, i:Hee Co SEES HE ae OEE, oea.oe i _oe 7oe fils ce ee ‘well .oo yaOn jaaCo. . a) )_i3 : :: ee ‘aoe — wes Py oO 7:oo »0 i7a\aLo va ae f;LL a= aa;:: a:Cn. oo a : . : | : 4 ; oe a. a Ry . i a a ce a ey oe i ; ? — : _ oe : a Ce a oo A) ay a ee oe ag ee 2 4 _ a veges a ) i ae oe oe ae ey a ce Co : Co NN 2, ae i le ee amy aoe Oe oyoo ie ie Leee mh oeLe ane 7. ee oo any | oe eei. -pee ae ai wa . oe Le ane, aae aaeNY ON aToe woe °oe aoe :]a:oe ,=ae Me na eee lo cu Ux S& ss ae a2i Le aca aN aee oe ee asy ee aaWe a Gas ge) as Oy ony Weoe se)i‘.Le Be ee ee, iness ne oe ae es or GSA iN ae Lo. oe ne anee He Bea eeoe oe. seesenes ‘ : ay é,_:a:‘a;a aa oe) "eeieoe oe Lae cS ae (ae ee ae at ee aa. a we aees aGU EA aoe aoAoo ve ey) ar ao ne ey _.se oe ee he i oS 0) Oe iaeaeHee ifae ay ai aeeeyae-co sene ae Wy) ee Wo) ae ae ey Re ue ee le iae eeaaee ee Le Oe a a— || |iee .|ae |iaae |:|Le We an ae aye 1Pee. a aie a one aMay Oe eed a«
oo. a ae . ce a. a8 a ee ee. oes oy oy a eee ae ee ,=ayi)moa||i :i7on zee pe-aer& aeLe _oe aoe i.aoe ay ae “sey : oe oe be oe . ne |a ieof ey oe..Loe oe s;4 .aaco) ae:Lo oO ,oe ae ae ee ~~ : ; : | :oo ie lo _:eeee Le:i oe /esaaa.e aosooseus / eepes sow i |oe i :Leaa : ==
j4s fe ag 7a : a se ; dBoy ee ou a ee cee oy . ioe 8 Pe. | |: ,é:‘=:1So :oa; eei es . Le. a . a Pies ne oo : +t eeaee Ae aoo Ah esuss Los uN ioo. og OyLe °ns oo aSe aa— aeee on co 3oe awe ay font aoe OMe ss . ae aea oe ce ae .ey eeoa, Lo ae7ciaS) oy ieaoe0S ae Ce _| oe aaoe LL Leoooe oF oeoe aece Le :aoe heBehes 7Ls A nssan ne
/ : 4 AR ee Sees PRG 7. anes _-« ONE) ey oe Mee ee a * fe oe bes i ee oe ae fe iW
: ) | ees Lo a Lo i a He oy hoe Le _ 7) canes
oN a Ke a no! . “ee -ae a.iEWE aéi 3Lo ae cel tsi _ee Le .oo :| 4: ss oo ‘, aYD) a' raLemg i oe hee enea : aee |i.,Le |oe “ a, ¥Ce iB oe Sage -aees oN AY a ny a Ae os ae i eee _ ees ae i ae oi ~~ ae Se oe / “ a : ‘ :
a a al ce en ie eae ES OG) es Ha ae ee as oe) We (0 ae le EGS a . ie : : . : : : . : . Ea hit, aeaNeoa oe ake) Or ww) Aeniece eee e Ceae /G gos zrae ee oeva i 2oe :a 7aihaeadqaie” .cySe |le? aaoe“ge os ae oe oe ae wi «4 aeoe:izSa ee eease azBone :oe : Jf _. aro /o pee _neae essgee Los Lo ee oeoe a ae he, C aemY Aga eioe Pe oe oe eeaBe : : : :az a.- ,.ye ny GEN & eeee aeasae fg ane ee ee BLE fing? AE)
: .ye i a aaa aegoo Ne oeoe fy ee Oe Bae es ng ee aine a i og aiours iz oe eeee ee ee Ss es 2ee ae ne ae@ ae pes ea 8 : i‘boy 7 eoo ae 0LeDe a oe _-aBye, | ci 2 aco =— oete |Byif:oea*eseepee ag aPeea aLe ee aoe oo tsHee asae Ce a on attap we oe @ .a=45, HeBas : : ob. :ee a s;ae in, aneo es wed ges ia_ Hg Riga Byoo.Siee eees eee: oe“Ske peis — gr hed a oo oe ‘cee. oa ae Af ace iaavo ve — 1ee ee‘aPENS neoe Co ee 4a: ;| Le2,ae ie ~oe fs Le a a ae! La i : Oe a‘ ae i AG Le ae c ae Ls ae i i ye a Lo coe o oe a a a oy a. . : we 4 4 * :i By a ve WySea aone oo7nee ty :Hs oe ae Lyce oeLae — Fe! ae 7Be aene LeLo ae
ea4 :4% Pir. La Me oe ie. =eepe lh :aaA :pee ; _A_. Le 7 | oo Ba ly a a or ,rl"4)|f_|;€_i-isfo f a 1 Wy, ae ae A a ee og a 8 ii oe a 7 ae i _ Te oe oo : Ae o 3 , "wl el | a a oo ae i a va a Ft :|ay ;ae ve eu oy ie io. ee Mins ne 2 ae a fe BES Lal Aiee Vy 6,leee. ve7 as , aeea.oo i iae. ae 7 i ‘Le:4 He Z :ee: F . 5 . . as %pLe Pe req el heLa oe _ aeOy ‘ a 4er) - ae i. Cs ee oe sereapest
.| ,7| |ay , em >; ot a a aaeig aSo ws. |é| mo i as |, “sith aa ee 7 Ye a —_ “oe a-_een,
, | . y , -| — oe Lf. ee ie yeea -Gy a TE Bee 2 es , | _oa. ie a acoa iea Ae : a ine ae ee i oo ie pie Aigaewe te-“|aoa
Fro yeaoao |7cyiA % 3oo.aeny eee ed Aa i 9 /| |e| e& ik rone Ceeaeo oa ee =on é :a” 4Sigg a :my oo le ob 7 ia. was wettnt ., || || ;.4:ani :A ~*~ ee ae .aaaoe os aka' D oe aoo ai.c: :.Mee! Ls B . on : ay |IEJ: . | a ae lon a ae oo ee ay a Oe cass cd vo ee oe : f 7 4 } a:ee y | oa De ee a ae a. . noe CG. Lo oe a a ae Ki og Te a ee Sy a —— a . a ee a a i 4 be a Oe a a a® ae Ee i . ue ee : 7 oe a Aa a a Ny . 7 a e y ae aan oe2ee aee oe xano Le ae aoo fege te ieme yee .ce ae Le iC ae .og aoo |.oo;WP .4 ;er :‘ :o . |joo »-Oo :aae :.!a aia Ly oe ae ceia wes ae 3ae [ 7. ps Le u ee i a|ee i‘ae:iAioe L .as ae nif aaeae a,4.ayLE Ae ee ::oe wa a. oye ae aA a3:pe as is so . 5 : by ae Le aay aLe aoo i.see jah oo r‘ae: a4 Be aoe lo. oe Ee .Ee ae a. ‘Se ca a :~vig ki a7 iO |fem” oo eo .ae ae Be ae. oe 7..oeLL ~~ Lo ow , . ge ae og gi nhis apeaaeOF oy o a a ie :. ( aed es ae oe aA eae yy ao a} |ae vhae :ee g:aa 3;ee ae ies yie oe ee oe ae afoy ife ae .oe -es ‘:lige ‘aeAeoe:Ds:.i(co. .:aoa)‘iy -:Ve4aLo aed co Le pte : 7 ; K ,eg :aee -ee oR ao auo “i Mia au EES : < a eee ke a a og ae eee ae Pa Co a:.oe Co a oe ee a re ee ae ee :.us;.aa(oe. : ccs / oo ¢ ae ae a Be :oe 3us b 3g a ee 7 7g oS ee oe Loe aie; yaae aas ae or 4 : : oo ge oe ae ;iaFae at :re °“er wee. :Le Loe 2_ :a Pee :; ees ae Vee Aik 2 ee Reine ee by les NE ;pee ~ — — aoe 2co Faeo EEE :z :;=oooF oo. La sila 4 . } -. : os - . ;
B a P a te 2 ie ae ony | -
| ,onL |™ 2| :¢:! ¢i: wi ae ae: aCo UN a, jey ne AG aae ‘oP is‘ Lo Lo 1; aaoe we ee Ge Be PEGs Be eee Bee Be ef laa ee : .BY Us Le & aa ae ce oo ae ee a) ee vo 8Le be aiLa Oy eepanes Ae ee easpeer eee ae aePee a ‘ie : |Lae | ee . aON (aae De _4Oy wae me oo. ee a. ee Seok Mie) ao .2OD og j 0%, :ad 2eead . ane Ee ieee ca es a. «aees hog eae hae Me oe [ea Hee Nae ave ae oe |ee oyaeee aee aye oo ae ee ay .ee coe a7ee ue aone co iro oo aCo oe oe Le y) as oJ| |tons Be 4i)ee Oh eg Se ie es i.oy ise ne jek rae Pans ee yos :aah -oe ,Dee |_1ne g.oo .ve :aol :”ee ZL aae _Be |aae aee Ne Ge < ue oo a‘ae ae es Lo 8:-"ae ae ae ve) ae ae |oo ape ie oioe Sn us ee GF aTs aaoy .oe ae ae L oe oo oe ce .Bea es Oe ee les ,ues be % :Bo a7:a.E ee Loe _. LOE bie ne Be eo ae 7oe ay eo |.a:a 4-)is| :-:.yf ...,: f ey ij7*78) *f"oo ae ve We oe ane A/A a|ae ‘a oy ae ‘Se cd ie oe Ly oy ee ih iG Hy ‘ce pee eosin “:eG oF ees os F.y‘ea.Lo ce ae ae 77Pe ao Rue 7 Oe oe . . a oo Ce Ke eo oe oe 7 ue ee aay |ott )band aiae IN aaeo he yy Oy aUs aHa te oe _a |foes ..HA ae IRIE aoo aie Dey key rece 2oe ae oo ,|wd d: a De es ae che a cy : oe se as € ,ve i:ioly aaae oe a cy ie Las oe oo oe De ‘ ae a ‘ os ge fy ve oe . SS Ce a Le : LS. Lo ae ee a ‘Salle Ga og eS es 7 a iS a, i ek Be oe fe a Ag _ a ae we mes DES Pog aaee i 7 | : a i oe iG _ ae a Re a a ce 4 | : ,aoC . . ee . Lo. oe (Ly ai| ,aeAuN We| _. _ aBes a oo7ie. oy oya[ 2j !ao é |a ' | : " - ue ap ie y oo oe oya oe oo aHoye on oe a Ao ae ES ATES SEbass be Liwy ee Co ee aa ea Reyeesy se a aeaeeea aa ee ae aes | ESaeAe Nie 1 ae
. oy ie ie Dn oo. Wien ie oe Le a ee es ap oy ee ae ae a L a , : : : ‘
:oy |le .Sig‘we:: |
: Be wna Age © oy oe ee. CEES
ey; AgeeaDS, _ Oe 7 ee7aera as Ls LoaBia eS fg
scares ve a Tee |.geaST ao |.ee we oe ol Lo ayeee oe _.;.ee oe oe ences nema soes >. 2. ee ipee ..I o TT _. i. oo ae oo ane we ee a a ol 8 ee ee Ce ey: es ae ee . oc, a . lo. 7 Lo oe) . ee — a Bene ae Gs peu Ce _ ROPE Ce os ee . . . ee aoeee LO oe oo |Se Suse .ONS le. -ea a ie—— Ce ees ee eg EOS eeene es 22... ROO, aDSeeaee Oe |oo.a.regu — ee ee Le ee ee CEG ee ee ee Se Le oo aaeaGs :a?| Od i'Ne MN SG eee eeBM eee eee ERE SESS SE) LE OG Le ein SN Pe aa-— ee Horan aeS Buen) Leee iage eaesee Re eseePe oes 1 Lo aCee eee ee pee ee ESA Leee ET: Bee ee ee aL ee:7 x:':oS ————— oC” ee Oe ee 2. Pee 8. , _.a : : . oo oo i... ee ......._ ee Lea a OO |es.oo a ee a —_ -. 7 a... .. oo 7 8 a ee a | a. oe i a a Mi a... a Oe oe ae Sy tae Bi Cs ae Oe GE RE ih oe Oe ae ae Sa a ue SM Ce ee CT ue ee oo. a _ 7 7 | ae . Ao Ve Oe ee ae a es oe ve eae nl MN oo LO i a a . | | | : < 3 : = a;_aIa_oo ay a... i.aleaien 7. Se aLL aCe se oe ay aeeLe aMe Oa ae aOeoeFn oe ee oh os ae aoe ee Lo oo ae Ne ~~ fs, >. on aNN) ee |... Le aoo ee ee en oe Rie Or age |ON oo. oe ee Cs a.ia... te Ce aCa ee A aoe aSeay eS) Ae oo Ne oo a Go oy oe oo eo . a oe Lo ee ee a ey va _ — es es > ee ee an eas Ce a ey oo |a — a oo ine FE OG Os ee oe Uae co vy se Ce FO ORY: ee i ees Sees LN ONS ea Ce a a Co / ea ae ae es a, Oe a RU Ie ee RSG ee oe Ca Gal Ai Co Le er La ey oT OT es a oe a se ne A oo co RS rR BA ne oy q ~~ ll a ne oe — oe ee |. ey Bh eee ES EOS TNS OM MA i ae hoe eGon Baas:aN Be iil aie RENiG I) ee ie ialae AO nnn Pe. i 7 Li a/i an! a a |.a _. |-_ .7 — a: aa4 : n oo Lu ea i a aa a a — oe Ba a NG a ae a ee) TO . Oe Oe oo oe . USO Ses So Doig Bee cee SAU a EN ae CES ER SR Ss TERN RR oe ER eG tes Oe ae LO SU tanith le ae a . eo . : : .. | ; i A a ee of — 3 Ce Ct a SO Le ae ll a one oe 0) Oe pon, .oo eae ee oe. Cy a (2. a Co ay Coie oe Ce as Wey Oe! ae Ne baat es Pes SM oe a ee Oe eT NE oe Wig Oe ona Oy a ie i Dee i ae a a i a 8. Le oo Peas ot el oe es ne CR oe aoeCas yee aily ee CC ol egne a) oy aang ieee i audit oo |:7a_SO :oe _ico -."ene! ae TO te aWO oo is oo a. |ee aSeasCo ee ... a: Co o. — oe -4.:,oia3::;i:: Li ss: aSO oe ey oe aae eae Ff... aoe ED we 4ge Me DO ee OM ee aee Ee aeee Oe DO 3aee ee |i:ee aN eG oo oo |./ve a—_e oe oe ee ee 2 ee . ol Bee Ua ll ae | Cee ee ee oo DD ae a OG a FE LS aitBee aa ana alah WES ESOS: HESS TAS SOR EO eo ee GR, i ae Orca ON EO ee ee i. :CO .)7. /as _NS 7Sino ..‘og a i) Ne a a ee oe a. ees ENCE a On Ce aee ai al Os il ee ee Gg Ca ee ea UCR BOs Bes RE a. EMR UI EG a SP a a ; Sl 3 LL ie a |. as a a ae Sok . oe 4 Co a, a 8 a oo ; a ae i 47a SO — oe Oo oo a.iCe ee a, ae Ge aeS Ce ee ee oees aen ee Oe ae 4on — a Co LL oe Ce ee a oe Le a a ee fr, oe ae a Oi ee ee a. Ne ae UK ee es ee as a Le EE os ON Oa Se eos EN gh Nas, ees CO ee RO oe a. a _ . | : : :a Te _ —. . |. ee Las ae 1 oe Le De et ee Re ay -Ye — . Le te UE ley ae ae 2 Ae We EN Re ie) Hee ene ae Bey ace ee Cs SG), es oo ae ee oo a Lo , yes ee . oe oy odes oo OO ee 0 ae ae ON, oo. ne nse — a Hie oo ae he i ee a a a ue ee oo Ee ay a ee oe ‘ ae oe a ae: SE eae un ia ss NG Che A oe ee i ae a ee ee Nis NG) ea se Nan ne Oe i ve Os ees Piss oo a Pili ee Ce Ne Os oN ee sy LO ee a ee Oo. , ee OL ae oe ao : oo |.S== Lh ee. |ace:. DRE NE ONS. Ce Faas OSaeee Oe eee lL) On Vs Ssee aae ie EOIN) eSoe RGN 4Aa aOS .ae .on oo. iCee aoes ee ee oe a|.oe iaae 4-Eae :aa-@ a. Fe oe La ee os eeie_ ay aekerm Le Ce Hoe a... i aaOe _.OV ee ae OG ee LO ee uss a EN Iao es en ae Sa ee OO Ns aHeoo .tn, eas ON Bae scoupipressonesite Oe,Na oe
. — . a. .. os a : — a lacie townsite Ge. BROS eee 2 IONE ESS EE SY Je ee | \
a ee ee ee aeain ee cee Gece eeeoes ees ie a See peeaeeOe ee eee Beaee Le pees a | i —_— emer etn eine es Oe aesae aeLo. a ee Opes
oo ic ee —— SU a oo - a _ Fe oe oe, ORO CM ee WIN eal CY CE nei See IN al Da ENG ROG. GOI SC NS Ps es RAEN oe th aa oie CE ROG a
AARC See aaa eee lie NSH iN Ais OMA ESS EES TSE SIO CES USA, RISO Lainie OS ee ee eee ee Sore ly lee ec TCHR OU NG SOS SRN Pe lie aise OG as i a : i. oS
a Sout ee Oca a nt as HOLS Ce ae oe SO aU aie alle MO eee Se pees a SEG NDE Nama as a SCONE Bo ae Oe NR aa DG as i Oe oe ae ‘
ie Be See Oe aa anie ee: ee FeLG aes,neAe OOSeeeEy DUO REOGY GS a GRADE yo Oe se ee Co .ee ae ooSsooee. Cs “ ee ee NU NOE seleSakaul Oeoieslei See ES BS TEBerea Se pce Oe? oe oe LSCoe nk ee SaON NEPus EE ail Se aAEN
Oe ENN el ae aN en, oe Be a_COR ay aSI:SeeCs ee a. .Fomon |Ce __WIENS 4_eeEI:ROU _nn -aSeeGaeSee .DO aOe i.RlehCIAMH! eee a‘iareim as aAeOaNNey oo _Cee |aanilheie:COAG _MhaTeoe-Taeeae .LnanLe.oe .RG |Oe -FENSea) |HSM |Lo io es Oe Be oe CUI oe ee ee ee etDue as oo _. oo eea"esi aoe i..ia]a|* .r : hl aan He ine eeera ee oo ieS TN Gs lesai fe oo Cy ieeseis ee en eee eae eo De ae CONSE Ne ceetaaiiillt igi OO ROS a)as TN fail — | = _. _ . aw a oe el Oe ae ee ni Ce COO ON oe eee 7Us 7ereaar be .a. ee aoeDOM iEE: Mn me Ai eee ae Sees ave i"aae Oye ae oe Rae i)ih RGU aNUN TON ENa NE ihee Ne ava acilia LS ae es:aiie nsNR iCR ech oe AY: aea2Se Pe aca) Dera ee ae28 POZE SeaN SN aaSe eS a asiG Fauci aeatan Tea SN ne alte iG iit nn MRge, i SH Co i a _7 a ee ae Beas as pe esee on aAee ia eae ae eS iSy a TS aa EAae Sn Eh, ehaag ni itcloT Shan oe asa — oo oo 2eeaeoeteeasco) iNn aee w Ges ee Ue oo ilsnee aoeeesCART aMe oAaa oe .aaa _. q. aifopp ee. DEERE. Ts eecneene ere Ds i UOSniS i SEs ae cee Mn een Ke een Oe aNi: oeoe aLe . oo | rm een Ce, Gs eee ee ee Ney ee ESOS Lh Peed SAREE 8alee aNA oe | .ee ae _ert _ ices .eee ee seeee LOK ee aaHane aaa a ee eyAa Eee AA TE cee Oa Ea oC .Ns Ps aict IM ISS ESE BGs) Co ARM SES aSe ee iG aaNaas aae aailaa : Foe aRN Le — :| 7~_|' ath aRe eh aOe ee ape ooVs a ean 225 Pape aE ESSE eae CRN eee Aa iOa iNSava LO Aa ion eS a BOE oe oo aco UN aeeNOUNS ih aaa ee a ae puoaratene peer tee el Co oo oe |ee— 3. oe ae oo ee lll eee aCe Rea ERE 7 ag er einai rrrrrswOOOOS gown Peat a BO eA Co, Nie ae Es G08 NI oe Sen ES ey OEE Ts HERES a i a vein ee a! ai anbaaaiie ae oe Hint ESSA SEO ST i geSiete seoheae Le sees oe pai ae CS Ea,.iaae ae _....EAs DS SeesSe aUe aaoe AEE USS peers eeai TTtess) ee ~~Oa a _% ol LU (eee ae ,.Oae |HN aa SCE PISS aa ey Oey iti at! CC ae “uo EES Rd ea araen EE Sag Pe est TAU epee See iN ee HE CaN a ARG aaa We ey A Hy Gs en SOSA ON HESSEN ORD RRA PMc Se aE ee : oe | a . / . a «=
oe a "| LogpLe—a .ESS Paar: a oo. a a NG a oe eo 4| — ;| wae . < a on Ca —. — oo oo ae Bs oeaceOe oeSea ae i we Wieck: PUR MEE RET ea Te EE Ee eae ee SB oea a: a. lL ae |... BO es oa ieTEeaerate: Ca ieesNING oe :ONO as iCe eee omen ee eee reese ae isCO citeBebra UNE aTeas i Hea eeee STAN Ss aRue Ge eo) Wego OU be Ss 322.iee oo Leoea ye oli?ON FeesPensaaoe a aCare Maas ain WOM ce NN A Aaeee a, a COee eseee a2ae oo ; a 2 as Bee as ahs Ni! a ee ose Dee Os Ga Re COR reae ga 2 Co on = ee ae | ee ee ce ee a ee i ee SS ees a NS eae Es ek petra eerie ee ee Ts ( o Ce en te ey Bee oe ig LN a. eee eee Bee be Ae EE es Bo eee eee 2h ee eS Nes iene nse 5| , 2. oeke aMA ne icsae aeLeeee gS en eee tess esaa Stl ll8| fo |Ce ee ee ee eee aSs —_— |TESS oo ee ee.2. EN oS Cee ee VEG aERED Ne& Des EEA eeeoie aaene rsa eee be ee a UI WAR: ee aCG Gg eles aeae .SIN a7 ee ee | sienna’ a ge ee BES SE Ck — © . |ee oo aae ooa... Se eeee eeees aa ES eee Sue eee een nee a2 eeeo Yo Ye hr |OS 8||aEG .. 2ee oe eee 7 Raa ee neers Beaters tr. ee |aa Ba Hee Oo ee eee oe es hig ee oo oa | Kr. i ie ey ee ee ee ee eee eee eee pe oll a a jf oa1
oo G _ ee es a... oo a —— i oan HESSD: EES es is Soe Se au a ic Ne Migs Oe rinses al Hse 8 oe Bee eae) NA Ba a a UE a walt UR NR yh ee NR i a. 7 7 a “penn,
a|Ge|oe ee aNR7.aeoe ce ee Oo eee eee ee : _eee -.not 2.iee alAN :7) jl ID . Dee aOee|aoy ee Le Oe ee aaeEE Ey, aQeee ee ee ee oF 8 free nase rent a . j ee ee ee |PU|. eeee Coe CE es eee Cee Rae LE : Sateenee eee EL a ae ee a ee| | | i... Se eo 2 ee SF i=Do = & OS a oo a , ee ge _. i ee ee ae ee PeOi es a |i:a“UO ae iene ere esNn Hee ae oe |a:.: aa. Oe eae ee i.Wg Miggmeccnie.S eelater ee en TE gee Miig BESS ereSee saeaeere ee -_ eo — aOe ee ae eeoie ee Ceoo. a eee Ose (eta eeeisi! ree rE..ED Aer ae ee i— Mee eeae nae aa-— i. . Bae oo en Nae ase hi Pe OL 8 Wig iis ( oo a Fa ee La Le Mc . eee ON i | hie er a a = — |ekoe oo aON |,sree eo et :eoeeEsLoceae .oeOneee — ee tf oy .Gg .Oi Se ESR CO iii SWRG Se ee 2a. eeae aoo hoe “a of |ee a _a|.aVo aeee Ee oe SN oe aeeESOS LS se ig7. Gi ee ee eS ee ee aes ai “5 |Fe oo .ne BS a ST Hae ES aWiicic nN WOO eeoo a /reee ce es .LL es Te na oe ee a.... Co. ee Ce 2aoa aa eg: Oe he 8a ‘ni Oe i2 oe PN Oe Ua — ee iii anh Uy OS ae eee ee ae *|. |ee _| _)OO |«aSe esgg a..,,. ee Ne Gis coimih &La es AND ee ee cus co Cs 2 Woes ON oe ie ae eee oe a _ hh One USS: a er ee EM Te aca AG Si Os so ge eee a Ce oo SG eae ae Se _ pe .Ce | Se PO is | eater 25 oy a a a Ce ee. ee a TE ak OE as ee ee ee a OU Se: oo Se ee 6 Nae ADELE SOUS nO | res Bea oo. ass ee ee ee Ne: Ske es a oo | oo — /er S| ee ee ll, ee Pk i ee Le i Ce es oe pe oo a oe Pees a Be cee .. aes gs ue ee a ie 0 ek ae ee Ss Os oo oe OS oo we Co . — ee — ae. oo a ee es 8. ee og ay DC i niece: Aine et) Sy a: Ee as ueEs aSs Pee eeGe EARS Cae cc _A |.Lee Ie ay CO ee aCO CS aieeae ae Ges ‘ete ee es eeys aeeoo Oe aa RR eeFa osoe _ce 2See ¥y as a|.eeoe oo Oc ae Ls .id.eG.7Coe _Ce «aeeeMe va a_ *~.“, a_CORO |ee _OOee es hleee de ie aiae ..iiaa.ae Sa Gaerne 6: ee Be .a oeOO Bee ee i i7oo Be hia Bee Le GU SEES IN ae SES) SE: aang SSNS: Meso Ey GES UE a as A Lai ae patente DAO SIGUE 2 aes GNaieg # Se 3aecen ayOOS SNe) SAe aeee Ee SON sseeeeUSED Eeaes EaSSS EEESESS ee BeeBie) amen eeeeTia) ee NE Sa Aaya |M8 i. ._ yD : -| Begs ES ae eeieee PARC eeares Pano ateeie: ogee aesa See Ree POU Ge Precis ae POE LSOE REE SEs eaeTe Bees aan ee ae _aGy ee | eee Ge eas HEINE PS eee 6 Ro fee, Bec ee | De ON oS Ge ae ema ee POSES EEE ae Sa Sa ee ROSS TM EN Ga ae ee oe | _ | ; 2D ns Oe eee ee ag PEEESOLS Os OG C8 A eee ee ee ES OIE Soar | renee HUE eae pee (PEERED ee eee HERES Ba Oe See oe _ -
UA REE IN al LT a Ce! Ge a... Niggas: SERIE! ESE EGON i eee De Reese TS ee Lu) Rigas ea PO Ms Wega eg Ber aaa Perse LOSSES DSP ES EL ets (aN ee Le ee . os
Naan, CC o OF Beer ana) LOU a Uy oi thoes ow eae oe ee eee ONG OC ae Wiss see Va UR at Rec HS PEN gas: Ns cies ag Aaa! apt NG ae CL 7 |
RS iue eg ee Ne See ee PON OOO Uae LO ON as eae Ue EO OR Hu. Sain) ee a oe SU ae DS Ree EEO RG es SS a ENE Beeee ieeeaBarer oy Si: Be Le Wiese PAPAL Vg SRA a eePES ETB? Os On Te inePe ee eae i 1 Ce Ss He eee ee ROSE Gye giee eeeas Sy,aOe ee ee Weaey iia cepant sec UO Roeper res Os ney DEES eeENROL Cle Ce an oeoanoaoe aohiea GSO ee HO _ee ‘pulse
aasass 7oT aes es Os Ca) as es aeeSa Ts par: aA Oe ee .EIee .ssee aLoAes_ey ee ee oe aPeSH es ee es aee BeBoOO Me Fos aSTae Cee Ce ARR yeoy ge ens ee beCE os SMNs 0 aee Be(oe at CS ais: eee ESO aee BEN UD Eo m— eeeCMM Oa OS NN ee pe ae NOON TG Dg Us LON eee oo oo . ..ee G *\aoe :‘ae “.iso : oS |eyeen 4-ieee) Py ee ne ieee Ce Ue Ne ee Oey) b:.|onE2E.t ee aaaye eras SEES PE te ee eei ae RS SOE ee aSo) a: ee gee aey 7\S aee ‘Cae teen Lo ee Snes oeSe EA ESRD SU oe eae ET ee LO esee aw a)ee oy i . Le _ “a :Lo aeee 0 aaa Naa ol i cue 2 Bec ape ema ee ceae CINeee oeGs Ce PePRU ee eee eeoo See ieOe oh Ne ee aN Coe oo Cee eaeeaEE err ae Ve ee Oe Ne ee ee aN a.:oe
. | | | one oe ~ oe JO. . a a. )
poe2a oLO asaeee Mi SSeS nal |SRE eee ee STPs heaN BR ENE GS oe aedar osUeek Ue esEs eeee a2aaneaa 7Wee ee: /- .oe a.: as _ ==. " ee ai AN Oe ca aie Renan raeee OES Ka eeon Ne Co SU ee Te aeae LEes eee) ane eg fear SEI Ae Bagel 2) I aN MO Oe Ce ke NON i Oe ee aee Oe aco aySS oo Se |eaae NO) ae Pe eae oe DU ee aeee ae ae eC ee aaeTNS Y Bene oy Ns ee Tei aeeee Be oo SEP ITS presen pee [es ae ae ow Saree ee Raa ie oy at ooaaae .@ .Nek A oe x_eee ‘— a#=ad Chl ia ue oe cr ae: PEER Say eeSONS eee Mh Oe EE IEG ES ANS as Iee ee ee te ae ee eg x7 CU a7aae Ca aee. eea_ae ROMs Oe ea) en, AN ES a Cc) ea “ Riese 1 eae Ee ee es ee ee AUS, oe cn Ce ee Pea i |. “ —.. , | us oo Be Ss ee ae LG ee Re we ee ek Ty UO ig OI ees ee Cee ad RE Oy CUO UG iqf| | ax ee Ce NG SEES ce eit Pee een ee eee ae hs ee eh) a Os ee | es ee as ane a. os IG ae ee opp Ratoni Mae ee TSS ee Bee BOD cece en PO age cat. Rie Ree Wie Ne Ate aos We iS ere DS BN Si Os oF. a “ * wae ei, MCG ee a BO OO Gaui: en eee OG as es es a Os ee ae Ce a . oF a |ue
ae FO LO oy— PAs a) od OH ON, ie ie i ee eees ee LO ag2 ae LOC Te ee a pow . ae oe on 2~ai:|.ae 4_8..oe3= oesye mae oan :|.One. :a.aea -rr7. asi)ee >DeGeSe a. aCe OO oo ae "we . aaa een es Ra ae ae ei oe a ee DU es ye ee ae CO ae A OSIM Ca ee sce . Oe iia eh a G _ mans eg Ue ae CO Cie IN ea GEA: Dan ee . eae Oe oe SO Eee He |. eo a . a _ *o8 . aMs a a, a NG ea) ee Oo POS ee a OU ae ee ee — oe 7 | oo ‘~ . 4 Ny IN OUOE as Oa: BUSSES Sosuam ae omg oe ee oo eee a oo / — . 5 us ue ae Co ee ae es ees ey ee ee a Ose LO ke ey Os a 8 — _ | ant OS a Na ee OO eo ae Ce es ee INS og oo. ne ee es oy ae . 7 io Q Te a DO Ws ae eee ae ... |. ok Co . oo . _ v Weis ee HG Sa CONE BOGS Gs aeCo I ee aeoa. Ue Pee ce:Ce AN os Be.eai. neoo CeLe aie ee4 a 4_~~ . .o 3cu aLS Wie . a Le os a Co ae gs oe a. a i a : : :.: aage OG . OS as SR oe ea : UR a. Wy a. oo 7 7 7See 7 HN Le UG OO oe esay \ ee De ee oo PSO ES ere ae tC ae es. aaiCo ee Ce ae ‘Psy FC a Co. ae Oe ee as Rae ee taey ee ee ieUR Ua eeOs pe en oe a LU |oe OE oe oo. .— .oe _si :7| 7E i Oe ea a ae ee es _ a . ae Se i a . . 4 Pa Pe IU a De ee oe . ee Sy a IN ie i ol ee .” a C aee Meas: ee ey 8 on. FO ae Ue es oe a es (Se ae Cee a on i. . . S SR le Une Ci aye CS Gree ee ks eae ee ee ee on Ce | a. 3 . a es ee GS ee i ce ea ee UA ee EE OU ay i) ae Ss a Ny a. A . oe a | a, Le ta Ue LON ese ae es GON a |. ee ee oe _ a. a. ._ ye Oa. as ee eee aCe oe sCo aaENO ae aee a4as CC a:eyne 4S ia ay ns Benn ke Aie nehr PE LS AON eea aeae ees ee aero | ee Bee co OND! neMs Oy YON) Ce anyaie a.aoe oo. ..S .... ee me |ee SS eee cc eae Se Oe .... oo ee Co Co ene 2oid oe es Ne ay es aie Iions INI SS aN |... ee Ns De aa PES See Se ee ee Rea ee. ee xMs _ENG — : a=;,:, be oe als Lee Oe ae TAN geen (ee ee oO TONG _.a |as oo DO %ON Dee |... Cea |eoLe ee ae aoeoo ea ee eee. OES: ee ee esSuas Ee eeess:ee FO Gs Meo ee| eee eae aoe ey Oe .hCC aS esaUO eas Se Ce :eeES i en eee . oo _aHe | .oo .Aaes _ae —
eae ee Pane aSD Ue Le ee CE ae ie aS Se lL oe Ci AOU ee( OE ee ace EEpee oeIN Wess as oo Re Os ON meoo eeaENON, ass NES ie CU eas ooa... nn2iy ee .oo | a my, Ese es ae oo OU a PN oeGES EEaes SI ay PEMD OR EO eee ee .a ee a.iz | aeee . — CC ne oe EERE ES eae 2 eee ee Ce CUE Se Y De — Oy |. |abes Oe oo ee eee ae o.LhLUL ee ees Es an SG es ie LN 2. ge oe . ee BOERS IE Te AAU De Q ae 8 VU MERE SS — Sa SAORI ENR y B oo He | ae ee eh seg, ey OO ee eee ae ee cae ea) bs ie Vie epemenate ES Eee a eee I USS a Oe oe a. ne See oo ee ae eae hl ee ee ee oo Baers eae Le ge eee AS a a a oo re i. hr a | cee Oe a ae ae | eee “PSE ES ES oe va a a ae Bee | resin, Pip, a |. eee as ee De ESE a) ae HO gS ee oases as oo 7 oe oF _ | ~ S
—llee _. oo aae Oe LSS aeeenee cee 2es aaeeae Pe ae 0Hes Co ee ae eee ITO ees EUR BS IN pe eee Ee eee ay eT ae Ce 7“gi Win . ee oe ee pe Oe ee ee es OO oe ee ee ee a es ee Da ee ee) | Suge eee es Ol , Geo) Lo ol ll” |. lll” A ea ee Oe BUSSE GES ee eee Co) | |. Do i |. . Ce Lo ye Oe Ve ee oes eee Ee ay oe ee oT ee oe i Uo ae 8 ee Le ee a ge Se rr ae | DO oo ye oe 0 FL Ce ee ais ee oe ere tee anes ee Ue ee Ceo es a es Ee ”. Boe a eee OE) Ce ee Ny as ae ee ee a SE ee Wi Oe oe ne a a Pa. 2SEER ee oy es Ge ae CS es Se oa iEEOG a_eei ey oo Boy, Ee ee ee ReCO eeteseee Cea aoeES Ras 0, aes IEAM a,ee ieee ne o— iaaSM . _7 — - | EES / oo 7Ce ooae ee Le eeened aneGS ee OOS ESSE eee ee tenaPAO PEARS NE Te ene o Us i_ ‘ i VEL hh EE oe Ce pace ies Ue oe oo ..caEEG oe c. Bs |IEg |eee ERG CR eee, i,ee esi Lining iPORES van! Hanis) ca OU Oe es eeHE |esESS ogy YUE AES Tes ees Ra NAN li Oe gig SAA Ne ee ne iae Lo aes~ /a7iin OO ae Ce ene oe OU Le BINS Cen okeaNe ee OMS Ly ey Oy ha Ce .aa— aaee ao 7. Le A eS EO De EOE Ea Oe re ee SPOS Se: DEUS LE a ee ea ae oo oo a ok , Es LD ee EO OG ue Gee es Fe ee ie SG EE Oa ay LUN EE si SEE a oo GREE ee Ses ae ae UG: SEES PREIS EE: Oe Ss a a nant ae ane! a i a ae oo. el Coe eee see Oe es eeoo ee eeLe a:aaaaaail aoe i ai2a— ~auaecebos nee hl ee De ake eee ce ee es ee es ae a Sa aaa!ey ee A ee a oe oa ll ae ——r”rrtC—“—C"*”? iae .asi)2a.>aaen 2... oe ee & aee ”ee ie Gee See ae SOS eeESE ee ee meena ae 7ae aai oo .ce Beas lr” Os @” Gee ee JU ete Iee Ce Te ee aCa i— _2L eS oF | ie ees: ee Cee LEE aes ee i a Cus ee a aie | a : a rr ee HS oo OES ee ea ee ECR S USES Epa ere Rane HME NS PRS Me as eo oo o 7 “ . o. = a " “ — se é Oe De Re eae — ee eG os a cy 2. _ epee —— Oe es as Se nee BESS eS Oss HE eae SLES ees Ss ea ee EOS a a 7 . ") “ “ “ :a, Soy Ue eae ee Ne ee ae (ee fee eee ae ee a. y as ae ne wes Se me “) — a isa aGes Ce8 ee ee ete I ert aeow CRB Ayey LSE De ace eeoeeae ee a POIs a Ee Oeoe Hs y. osaEeae oe or a—e ’ sae Sei ee ay ~ oy ~a*.oe mp _DONE ee eo De ee a... oe es ne aa ee oo eae cee eee fee oe enone oe See ee es aniioni| Mill ae a a i“ e poo z : Wa fs y a r me ce SA a I a Baer > es iiss eer a SE Le ON a DEES SRE Co ws Ph es Ga HO ye ae gies Wy nae ae :aoo 7 — oo _ eo ea eas Co yee i en ee a ee CE we ee ae 3. —— oe oolie Lo ERESe SE RE OSae Oe EEoe US ee eee) en ae ee FiOE, ISS rae Rpt Ue ease Ge— a wi .7aeTeesaie.oo. oe aCO we oa ny Ces oan Ca .as .eee Le UNG eas A We cae oe es eei7 ol Le eee aee: arene Se Le at Le ES ee SU aeay ee CLS Mee Te ee ee Bae ae: oi oo hl oe ee ee ie Ne cg LN Cee Los oe IG Oe ee ee Es Le ne aeee ee ee ee eee ae ye ae Co aoe |oe .ae ae Co ony las of ae ee ean UD es oO oo NOS hh ee iie eins aes CO Ne ee ee ee ee aETON By Ls oo anne aoy ..” a2of aCON ee aEN 2eee aieea ee eee Ce es SSI -aue ae, en ae oe |asro (l. cass watt — oo SEA Nee aae UO TNC Si aae ae eree .ae oo ote ee. A|POI ae ae ee A EES GUE we ee ee oo aeae |.On borate oo .ee oe ee oo i.Oe aLMS SS aaes Lg: Te he a) ae) ee EN ane SN TINO Oe SO ae Cpe Oeeeae SNES: NONE aeCo oe Ban ears ARe Nsee me(ee Pes|)esi erate ara) aetna EESpete EES EBOG oaUe oo ae ee ee eaeaEIS FS ES. .oo Lvl or Ea oe reas esCo eas SE Ss SCABIES Raut See aetna ae a) Ff . \et : a’ : ee ee eee iCa cas HI ISS, eee ee HERES gos COR Be ey Po PEs a3 ey EE‘GS es Se oeFEA ee) aeOy eirterprreatnte te PEE ESI! EEE SU Be DeaSN DMO eay Ro ni aN aaa ataiy es:See asoe -_ . oy 7een Raaennnn oe Gees EUS Ges ee Esee ieeeUS 7) CO ae Le Be ee Bo(Re A aeeaey#2=~=£ ee ee ee esfeos CsAONE NR ieee ee HPS) oeNepemeaareee es) Le aie ei: aeEIN
a tl LHe EEO OE BES Va oe en eae — Mea a ae Loy oe ON ae nals es Sagas hi 18: SS eb aui es os oe cei eli Ree oe ae ic ny oe
re eingad ee LURES SEAS, Ree rete BR eer ay es ae ee Pe ce Ses eee OR ate ty a nel Nereis Errante nee are eee ae perce ee |) eat aie a a Mo oe 7 : 7
ee ae an
RS ee ee Siac Rat Gi ag UAE EUR: Sia aTee ee ee eee CONOR ES Oe an Get Fe Ea ST cea A OA ante CONS HU UAHA Na! Te i ih Co
_ . 8leoeaogt Le ee oo ee a ee ee | ee oe Co ae SO Ss LS ee oS a eaaanel a TG alge TN ene ‘ ie Hee ae Be ce Bee Be eee ape) eee eRe: EERO SOD ey ae Sinan i Ce i oe :
BAT RIES ean EE ee ae We Me Cena ee me
ee ae aeeae F Rr ea nee ee eas OE NE oeake Ee eee ISNAOIORRES E aoOo en ee rs WS can pee oe po ee. ene easaon aes ee eee ee eee ae : woe Be“ENG ees oe ear RUN is Oe :apis eeAS Sie enenine PIMOS SEE SETES 8 Be EME oo oe aacaeiage ‘ Oe oe es ee eae Boor Ges Ren Oe) ag on cscs BG Rea ESS eel ete BEN gs ens, ee a Sse i Ey DN ete oe Pop sipdes ee ie ee ee OS sei EES gna ae ame be Se at a. ee) a ee a ee asteIIS eae Bren, Faia ae og Be en BS See CC oe Nee ee ORIN ge Bees pore tre EEge e ee gab cle Sanita tesee Be ee aye aeee en ene a.4Be seaéBe “¢ 7a 2 ay Ce. a. neBERS eu ee eee eae jtGUR og gs eeieeee POS aeRE ® Cora Rere BeOUR a) aoooe oe DINU ES ee eee SEES aser acenne: ee Badd Meaty Pe aCY *ea 7Ng ah sony ifc “aeEe PANS 7's aon eeaeWES cha] TERS BRA en eee GE le pie bos Pel aa AR Ob %a» ES oei,aeiggg Pow gk OO RUDE INeeEEE ee Ree hee ee UR Bs STWi Ae ee Peer rte ee eet Boe iit ind sae, 84 es oe sighenye pe ee ro LOO os
Soe Rtaph ills fo ea neice are er te ees a Lruee te un bre le caU
|eeeeUGS ont PO CINK. ae ee GE Se, te oeean ae Uy) a A Ke peeCa oRgas Dacenionyet 8 ROBE oy owe eee RESIS ONCae seisLo, S-BUS este Saas PA SRT a CO eee ree reeHEIR ena aee eee7 PESO * elstloeree Sage EO
Poe c ae afe | aa2 CE eee BEDS aac bapaen fey ’CIAL er ype % Op me eeggg =e ae SESSA ashrevyrn oege reuti BM Sarat Ban! Mo.2pad SIN TE ey ge ; “7: able |Pepen, oo 8SEooea1eGLO Ee Se ee *aSewe” cST ae ey bag Oa Ue ea Cg .pcr 4LeWe lll Noy ’.“ be — 2. 8aeoe |eeeae or |ye ¢AaGSS AMA Wwoor CAD eG | Meee Ree aewhey HEE aee Cae ciry aaron esdl, i \ eee ce Peeves —— Ps OW pve re - ae a =LOCUS Ee ssayFoee ao eee BEERS ca Knoll Saale ye| :VV eee ee “us ° eeFae a ce PM IOEoT Ree OAS anyEsianaieiets Seta BS peHEaa. ees Pe Be elle. Nldhe a pal ae a aSF&SOR 9 BW tac8 er AOwe Re VAIN as BOR MODS Rig!ILS SEESEe OGpe EDS SE: EeDES SEaed es A Re SAERenee EES SS A VEvos eg ONE: a Boe : a e.g, g att Bh
as as Bie POS PSE — nk nae ees HEE 8 pore AOSeth P iog Keely aol! WYal Besser atts 4 oe C ee i\ -oF ™ ee -Wa Seee eeere ee 4Be. Disa! yEOms } eS |Fe e(, dhe vm “" £4 aPS eee Pe 7eeoehye oo eerSEE OR EE “aiaon a ty ci2a48Ts SEtr Sa EUaaeons aa ROT Eeea saa UES eeeee aay oo cave en oe eS 9Foal F fe& ReMA. Se gHRL PRS asad \ ,) .
eeesfe a Se aesc i.. f.eeeeee eTi tAiaog ch #9 ao DO oe;Os a 7 ES Se aNg ee Do gue| ECPI ee ope ;! (iN. waegiyey @ iy ey
1 SE 7Wee Bk eea a0oo. aoe Mgao ee a AE Ss AC, cae 7 Are of aWoe on a. eee ee SOLS. eeeaLe. |1 | Le. Sg Phen! ee 8 PE ee EREsercayEN Ls 7 aleoo ee LU ee ere ae Re PeeSoo oom Ce HeOs) UESaCe ee DRS ESS Cleeh SSof Pee og ae8iee 7es a= 7ON | EhLU (EE ee se Ne oo Uo |oeaoe ee eee ENE oS ge Soe ee a wy ae oe A GANG a Fo [_ a ee Ee oe Tee were Ne ee eae Le a ae ee ee: ented fy LEG ee a Co FF ee a. ge ee ee BPs aA okie Utes OO el a. 5an ed area 8ee OEE See esee TS, OP ne eeSOMES ee eefe ce...Ce CO LU Se OR:feESS: IM esee oo oo ee a) on)eae es4\ oe oo a. a... ee oe ee ae Pom ge Lo. aaeeeoe 7ee ae nme) ae | oo a a. (oe | eee ee fl Oe ay oO ne Bae Oe Se ee gee Les Egy een IN a oF a oo Oe Ve Se ee De ON ee ay ae eee Be
Le ee LSU SGP ayoF © f,..,,rhrrrDrtC~wsSS Ra SOEeh A i aas a HO ENCES (geGy ey Ee oeMs aeaeae lap Ee Peoe CSS Oy oo) eG CEERI rts re Oa ar re ONO aeyaWs gw POM Rie iggy Wsibe Hee De ae oea... |. LOan esae Wee IN Mes. a OOD OREEN 2 eeta ue By. Mee a | ay ooaDON a oo i aeay Cee ece eesEO gitiae aees agOa OT4 aa it a Cu ia:aTS) ee ie UeBe eee aeee inoP SS.
apt See Se Fi Rope a cs oo oe a Ne ee Oe eee este eee See Ee ee oe oon
He. bag, BSE Pee acne eS Oo ig Ce) |... ae Se aN ee ee SS Wee & GETS:
AEM ee |De Se,Gsa ath a ene i ey DeAUN eee ce Ce ieSe RIES 8oes ReSO aeee, ee eC Oa Sh ne a. Wo)|. es EGE 5aN SEAN oo .A SOS a AWS ae NY OOM IhsONE: i,wan ge Bode haieme atl Oeash aaawall eG SSE sea)aeeH . La NE a i. OS ce eeHE | ES DETER anh Ce ASG Oi? a oe POs oe ae Nee oe Pe Ae COU Da ANON eee 8 ne
eres a |, ay oo oe oo ae ie AO eG a Cp SN Gis n es Oe Ma. LON AUS ec Re ge es ahh ee Me ae Na a SU ORO EE es ON OG aa SERVO 28 ed HOR.
Rue RYea. as AOS a )ON LsOe eeEAN asent RS Gey ene Dy OMeeNe a aE\ ieee Sai aA ee aeGeeSee ENNIS neeee) A FANGS eR ee Son ee ee F Rey (Na a aNEN eRPeioeos Oe LCOS aa aNsalts A Ee ee OO tok & CUA ES HN NG on Co as ae eons Daas Fa En a ae AO) ie ae eae aon.
Delis ee a ee Le eee ee. oe ae, ON Ce : |=. aa isBe asgee ae
Wee COU NN Se GN Retail Se -.i LO ccc Ce nEe es ae y a) a OM Rees Ee 2S sgn RUS Se |.RUNS eeee aPiaede oe ol Ce Oe Oe SEDe ..oe ae NG a aeLO Ce co eae ae See oe aHat .es Coe Ce aESS oo aosMi os .ON cee |aeMalt a|t ae a..Bs To eos. ee OO SOT ees | See ei ol oo. es i ae He. ae: ee as ae oe i es ON ie Daa ee ee oe) a BR eg RSOSes | _CO eae Oe ORCC aES CN ISice, eeSS an Cee .Sg allHn ee ne ae 2ON ©AAARNO eaeee Rage: ol etsae ion Aae Le Oe VsaBe ee Se 1G oo SG ee MG Fw ef Feary ee De eg sagt i ees oo. ae aegara oe HSAY oo NAR Ueeee ae Ped Bee tag, ARON Peaoo aN a. OS Fee WO a Ba ae Pe oe CG oo ace oo. ee ee oe oe met ES ae HEH) LOa as aee)ents ayeooy ee Ne ee aeieM8 Se gs ne
a Pe ee oSoe es oe aON“ EN 2s ae eeeeieaeee
Hawes DeRoles MES NEES BURSON ee a aae oo oeoe esSs |) aaa este ae ee ee Le ee as oo LO .ony BEGG ANY Eis TRAE AUS ASs ae oe 2gaye Los ee“eee Eee, LL ay LO olSEEDER ase -oo leLe Oh oF SIREN p58: pee eeee SO aSa eeaNG OO aoe i oe MSs oe Ome cage ee, amen on ori oo ee oe LE Oe CoM ineans ee ee ig jee Ce ee ee aeaLe Ege a
- ze i
I SIO SOE! Dea ee eeseeayeee ee aeaoeee espyee cas ie SEO Co oesare & a “ad Caen a v3 ne Noe RONG,
7ee ae i.‘ ny. on :a% ":og Si .eoanjxallasp ges 7 + ;§7;re#MOE ES -he-| sein :. asi vi Lost wy j ssl Mt ‘sia agg ee Bemis, ay : t: angi Oia : il_omy ae ee NO --oxatiell _ re adee : gy y 2
i
x”we we" weot , TT eeare ee ss % we aRoseanesyoo? Woasine Nose sthiree sh a.$ ae” "aaah en ae Fagin SM, eas "ak aera f“wee eeoF & Fy By ie2ame sr oF an | %gener WT sie MR vg lr il ie he ne. | a eee : yg age Shao diet ~ ai nT ae | a oe %s CL ‘ a ene eye 8ifaé“% & a mg eG we . Sema e SMe » VS p i . fa : : . | re a? ty ee ag ft lion 4 “€ 7s ney ed ae ane EE lie bad ik & we Poy jhe: a ae ca on Ee sect nll tug Bannagaye? iFe %,iae FbS 4& iae i oh ee gee gers bd i .afay ¥i“oa ata ee eae ate a.:af iaWi a‘2Hy ar ® ah so Fi i:i oy ERS ae ‘yo or a Or ra ,|08 eo 6“oe otaaelad aLC7" yeaPoE :oeasbang be Me ig te35h _me i, af age #aae ttt aWEN |, eo © :a :mag once AN #3 8a a“ly £ FPi: aiie *ilies a oe ‘a ,; 7'i
f. ee aSiti oe a fetk Msi ,i$oe &gins o FRS ae Ye _— ce OF RR 4RES “ellie te, i]oii5ii Peco es ;A :&8sa yo 'atOO We -2Sye yw 4Te“ iyayih . aie aAoe .i "— on Be5eo eeWe aae %,ae a. 7Ms wt FS "250 aé .up feoe Me gA CE aZe Eee siloae 4ahig TTzSME ites. aA | sss seine ff “°° ‘aabugil 7srsigegprncageeo™ i” acs nila inagie NEeeco ian oar an«* aola ieBg 3 iadthe ge eae | ae& 2 ‘ .}3 .bi Sane cosine ye , ag fC }NED i” I Ge % ge he AE small
Bg eesens ee age 7a eon a ee sini ae * Sew lifsi 0Ta _ Vang Placa #ee oe norei agate ewes f AaNG ancibnso ail olnyer a Fie Gn, stl, er7 ik oe aa sae st=. HOH “ De Ge -sscacasnagnnse dee a_eThe Th, °| orpeg “ngeagnieetsE apm oe we ®aspec be Ne esae Mi cein, ey _Ene |) a Saa 7em NY ey“« oe enwontiisnca ges: a ve AN aE Sa % aa Pm es . e@ ot Y cit. wait ng ah ya ves igh as oe es : 2 > ie pe Win a P| yr, a Nal ae? eo a Pog 2 BONN eo cemnn tl é a. a Zi; j ra! ae oe . ae. i oe »DTG oeswc naman en. aM wee weMoin Cu TT 4 gant -_ Coee aes oe *5|ad;a “hb asen.“pniecercegn iho A ny sa: oe Ce‘ate Lee Qa 7s 9.fwalaU & ue Ge ro iii aseensist owe oi ee ph iy ae on GEA: en uo ce haa mc oo ong we eeayveene Ud ©) s." lib — oe Se aa ‘& sensor ost i Wisin dit oe }e heay Shes ae hyibJ2\ aan LeTeh aR 7
|reeee hy aaa: ro ade uteay ehea meFogf Uaa,Pag a oN« |)a ve i eoaeCae ety cs ee ek i. a re “a pee EH sie, We eb ee reg » Wedd i Wa. Ee “ds
hay See aul it ara) j i unt Ball he a acai oe “aie isan we: 4a.wenienrstnmnnityaillinccnonr oe ' — aS “gh ee es me oteaten tine:. ao§sgeye mm (; bOI afi ay aeLi)
ty Xe | ae seta: , oe o ee 7a 4iae4ied Pe 58 i,ira aa ae ae “AP ae ae ca Py nh % ee a) NGVo } Lee i 245i afe] 7 oo gE F fe, Wie rae OFSe hy,2 ‘®ahh Wane ae leere Hibe bale?) aeiAE Pra ae Cale ‘, hyMe a Ah eo Powe ae ptRG ; 4) j fFF iF "eae af age 5| oe GeealBae? AGaailont F By. yagi nd\ ‘AL 7 fehaf ; eeoo “gil5 mye I eh 3 Vets ss aaBh iN ee na
as “a canst a bs j ¥AP ee?ge warnsaeae yi ‘dig & gain oe ae . on? iFa Beso1,: el 4 2aarea Ni ee Wi a aay‘al €ylsouidt 7Aia ih a gy ibact cell Ad a2 Cee ee cee | ‘y©v3, ae o a : : 7 a mat | cess #ras we aeife Oo i ap _re2Fasacc iaon Eis a iayeace ee ea LB a) eos i. ar ee fa oh an eee oeaa |kage oF a|vee ee sacs i ae ic : Leaa2a Ch a Xea a : (oea oPa|| .BS eeeboe a 2Ire oF aeaLCee amee aeVeiseee aAeyWe a orway ayoeoa ee ee yy "ahee ss! 0i a.|aco -BUPg :a ee Le : ee = eo Bs ee Tae a eae ae “e ay ae ca a ae uo ae a a Ca, Ws ae i ies age ass ea She oo & Lae nou ie L eee AE Hy i. aN mS cee any Hee a al a a oo F ee a ap oo AES ces HN aN ae me ae ae Le o 4 a ee 3 a
cg a a We : ae a S phi a a AG oe i. == a a a . a Oo _ coo ¢ an a mE | a = a
aece aaeoe eS isa,ae eS - ane oe ee —. on : aaaaWe _.i.nS |.|= ates ot 82=ve < ae pen ) oe aA aeoa. LL | om y ee _..ony aoe a. roc 7a7.ie 2oe . |2) ced 3. a.=a_7.7. Oy :ce , oe 7beSe aeae: ame aaLeue Lo eo fa .oO |oaag ae MO aae — nage mO :ye fea7 a. 4.fete as We me ie = — 1 oe oo “e | ee aay i A a ae So Lo i a Ei os fee a rs a . sot od -. CO io . be eee ae | a Me a oe = : a) . Q | a a o _. a oe | ae =~ a o i a is ae pee ::oe Bt oe ae cae Lo ie ers a. Be eat aes ee ne De oe . a a | oS a . i. oe i) a yy . a oe 28 7 8 . ic ‘ ee soa on i 4 Bie _ y nh : ae fe Dil i naire a 7 oghas wontons : = | a ) oe 2 a oe e | a 7 HR, i ee a 2 _. co i i: a 2 atc ue oe ame a | a io oo oo oC ue La aes oe oe ca a . a 7. a 7 ae ae : eg ie la Ge ae _. a re Le i Ale i ce a itis ee nm ie oe ou ee ee 7 Py ue a) Le a a a _. paree| aS . 7 o ye a a ee fe: ahaoeae ne re my > oakan ce hoe a aanae. ac | ao Ba oo a Ay oF Loe te aoe ik ataiet .eb aM nsay aHoe _.i os Aoo)i oo apoe a &=me of| aK GN ire ae.: 1a.Ie-ay =raeoe a oo i oo aaaaeaaave ne iayage yees iesae |i ——| .i co : aoe oe Ffve| |ae
ae oo ACOy) ooAaei ee ak eeoe ae |ae a2uae aae Oe Hoi : eene Q os 8aoO eeahe a:eo a aVe Ves oF o2Lae ce 4 le oon ae ee ‘= .. “a : .aaiL ee jesTees on‘aeou aLee iePAY oeae. ae ue PEs Sg aoeiao| aunt oe aeeLe oeobefe a oy 28ooco 2 a_feos — oooe;oe Ae : ioop a aiaBe ae 3Gee ae wens 17 ce yco pie oF .|ee |Heh ae a aLo iaeaeatoo : ee ee_ ae i. os HENS aeBe a ao aooey Leaee eee aeee aa.a.oe a a|8eS .: :Lo a@ a ‘|aLe i ei A al a| ae oe aoy i iiA aaiety a git tue ey — a ieeaPeg see a ie ve OK aa fe asi: Bee o..ee iaot Ve :7ee Bec ”oe Lae Kae ai.|ae a aeer oe ue oeoe Plies a oo a‘ ee a|ahe ye LeWs esee Hee 1ee : &ee . Bee asaae3eee _.ee a2 _Me ay Hee
:ae Lave ly oa iroe5aea. ae .Ke Ee | | a7ey o7|A-a5.8iake =f8us oo. ie_“0 HS wena a:aoa . ae a: |ayf _.a|ae aeaLS a7. | :aOy Ke ae © aE ¢ a 7i Hieioneoe oe a ee oeee os| ab a» | 4ae eeAO a ae neire ae a :a. a a aeMS oe Gs oy ibs eoar o . lo. a _ a= me ony a & eG a oo 7 BSa. a Oy a. OSy ‘ aoe| nf i a8 ia ey Oe De ae a a ae Oy © fs a ma | Bee we oesal \ aaGy iLo tie48pe | oyyy. ii 7aeoo7 aif7aei oe | _ cL ‘es VW 1i De liFase rsd eeow (a4ne ai ae onla- A tiol AG o aRis us4: ve [=5ose ee .| kaa” | aay a ai.ae }aM eS | oe - ay a panone Hae oy a m ae o . oy &cae ceBaa
a ey we yy ao al oe : a vs i val i an i pee E i eo ia a , _ aS _ a8 a we Le . ES a
_ aa iaby iiaNe — ae aEee PEALE — ii.a ou aie ‘i2ee yaia8 a ye aoe ufaiy= ae . es Bss‘| ae 5®S oe a eS . oy Ao Co i a. aB _-Ne ae7.Ly ee: “oo ae_. %a ne pee Bs Neoo Coy 8seein aa abs| OES am bone ote i os age WY Loe :ae oean a eo | ae Qaae AY a aye oy 3He We :: aeehoy aBe ee ae 70) a_oo. Hi : oo oe ieee ireee Lo Me SS ae iSo) aMt a;aoe ve anb aore oe aaoeses iy, ee ow re ae aaFone aaa_Oo oD Ham ae aao a= aNoy oe ue - a|aaOye Ue HB aatfhaVio Be os es oe iiaeaeneat | ae 72eee ioo§al_aaaeauaor ams Hoe be Ce oe per fk oo oe 2aOR ae He oe :: e.: ia aae . xa|ueoF __. Ee cies ie Us cy eeUe a. oe ve m ooOe. oe a) . ie Oe oo Do anuaX Le aaauenoe ia-1ai a .ai..ae7 aiae . Hh oo |7v none es Se od. =e a =a ao aie oo hoe oe / 7 | a ee : aan . " @ sis Be oh ane 8 R ve i a LS ea a A so oe a Pa ao E co oe ae . ae ee Ee a ie c cc ) ae oo « oe iS a ae oe ee el : a oo 0 ou Ee e: fy a C pia a oe a i a . i _ oe BU ee 8 Vie a , ee Ve _ WA | oo My . ao) Ba cal ie a > | ma oo ee eis . @ b ne ee cee aes ” Hee a ae ao ONG ie a | ew ae ee i Le a oo oo a Ps | oo oD Ee ae | a — ne ae ae co 7 oF 2 7 ”
oea a4 Lo asie : dees Be snp aaea) 1y| ie iA aee aev.Va oo i._aeee _i||ao Ae oc Bee ne cfa Ce '-La | -i aPan a aa re ©asasit aotsp _My ei De aena.a._.caer ~~ #aaeaoe Be esLe :Hes ie allosmy 4i2in Ae . Saal ate De HER ae aBP ees Peaan Ca aoeaoi of ip .it . oe:Be PAPEL ae Oy foe Be LL Le aoy oe ooawe oe Pe aees aae pa Oe oe :Me oa i-% ee JOw ora fa 1h. 7be dag ute |peredy oee ene £ee2oe 2 awee ah aa>iG Ses es KY Be aoo aacee “ vf oe&we os 4wll ae ieee .SESS Pos ears Pe fy 8oe ao on oe ce nt ae ‘oa Dns Komen c ” ie i&LS, reos Lytyaam% lhe aooa a a3og io) a:ae genie 4aeaap Le AE gee ectes ie ba” 9aaeoeaeoiFeaeaeheDe ae
oC | 3 ae ge ees Gris 3
pee pee ;aan_7 ae oF —t See CeiaaneiCEN gray ESI 5&,]-ae al€ oO :hry] — OP ie nine iae ora eo es aoe me ieree once Ct ioe ee. me oN . ef nf az By acy oe is oe 7ype aPa 87 _) ag aa eo ee Saas os tpel hDall eaene C4 ae ee pe /) os SS, 2"ay po 4in A Nee es aals oo. oes i en nn *noua aeeian ATUS ipliol ey aaae. 3pe aae aae ale, the oto eet 7\:ine Ona 4—aP t} svar aBil "aloe a.enn .oe ones oe Y Oy anae are) th bo eee nec Cr 2*f IELON }NG oy win C he oo oe le ; |TUS? »4he ]4 Lo ae Le “oe :e oo ee es Sy a |AM -ceon oe a(Gay ee _Pe;, aaease Pe 'g he aens Pols wi ees of yee :7 ieaa oie ae — Bee ao oa aeee oF 4i oh oe a a ivray ngae Mouisewit ae BRS gees Le SETI gh oNes ee ee Le oe Wess: esme z He oo Se byee Wane ee syNin ar ie a Ae Wes es ges BesES beLiss Ky Lo ore auyeee Specs OSoeNn ae: mm ay ee ee ioe ey re
Bee aBeer oe aeWoes iO éseei oe ce gee: [oe me a ixWk yeee i atee we Te oe ak ee Wee io oe aHS si a. a. eae ek anHiga Rie ae aoe aeon aeiaas (ese OH oe ue acoe EES cna ie a are BfWe a a ee ey,.SOLES ee ae Peee agsoeBS a aseit ay oe|mer ieas Lo REN aeoo ooGe) sa aCo a Ne ieaee ay) eees iee os aeepnt og poe At es yy vo aasid Boe cee feSHES EE EEE a ES Beate ee Be aN ae ere Os . i eo We: Be Lo. . aLa al sG aeoe iN Lo Ne aoe ee PesaH redee Ne oeyy oe aEEE Laie Lo ee ee cee hede: yfoe aaae aCe meg ay ; oo inon a ae ue _AT ai ue aae ieaee aeCeaoe Bees ie aes 2 ae ae ae aa a Eng Pi oo ee aie iES ay aae oa ny aPe ee ag ceseMe aoe 2h [ned ee us oe ae NSS aao nae 7oe oO ee pe ae eae fha_peer _: |oe EEE ae fe ae boas : oo eeBe | iPar pee a7 Lo Mi: a, aoa eae Mie) ue aveoo eeESE BeHS eePee BOSS on aged yuaa oo og a, ee ie en oo. aou ataeaeee Le i ioe aea aa a eee BES eeeeeneoo7ES 2 URES a fees oeeee beenhl Wey ooa. Oe ae aa Bo . Mees SEES ES Ne ea SPESE oeae0 is i Jj‘ aaoaa a q (Bee Lee ee ee PETS Ae ee ae Be , ee ae ee EES — a ae ee oo be oe By . cs ees oo. ae Ce a a Me 7 oe | ee ae oe E ie ae |. Oo ey a a pee Es ae ae PEO Soe : Hee 2) Cee Se . ce cae a a fa ge ee Ue ae ESS ie ie a a A ee ae ae es es fo ae eee HERES SoeaeBee NSeee a 2- ate Qs aieee peorete a ae Hens 8 ae , a? oe oo7oe a : Ce ae cae oe aes a BEE TEES oe ae SDE oe aaemeeePEE 4 HES Ses pore a oe oS Pee ~—— is ae
a ae | ee ye - oe oe nee ¢s A & Bee Lo . SEAT oo a eof oa & ee ees ae EES Se eS pao HES ee JSEESE 3 Se: Heine GG ‘tis ig ie ak E ie Ue ANE eae Be sar eeretce ET AES EHS eee LEB S Fae INES a Pel see Mi oo ie ae ay
eeoe eaeMes Ee, ie EES eee Es ee gaesoo EE HOM Baal sine eeee poate“nated : fg ee BREE ie SES Pann i ah We eo aL. aeGSaoe [aea& oo ee Loy aaeee 7Rees aires oe ace eee & ae eee Ne 8oeae.eo ee es2ce ge Aes aPoo eeyee aonee ee asAGEN pais Ses: ee ey aes :Ne ftme ae aaeHe oe : ee aEeeee ee a»aBee aoe aree ee eee [oe aepee 7HEED eePEGS eee yy Jehee
Ve os oo SS He cone oD E Se eg a a. “ 7 joes ee ae : a Z He 3 BES Bens fat re ES ONES é™8 : Va
aeoee Lae a. oe oe a 8 Lo. _ ve i oak es re ee eee ae / eee ; Ae ae Lees oe ie ee oe . ae a ee a a ; eS oo Bi pee ae ae ae ee a ae ee ae 2z Hees ee 2: fey ye aa ee : . Ge " . yDo Betoy a “ee | aea.a: oe Lo caea 4oe-.ee aeaOy a i nl ae
Vee HE ee Bes Loe ae ae Se au .asee oo. oe a.a see vsWe ueen oFi _seaa oe ;aeaBee le ea aeFoy ogpea Fo pe Bee ee ee ie yee ne TE ye : oe oe i ean eeee es Befa) RReeaOe aie oe, Ae See beern ESBS oe ee FRIED og7 {akaaaaiay oe iaa ee ESS Ce ee pee eeee aeee ge eee Be iee j Se) ae eng eosLe HPSS APES: eeUe pgs ES UES eae Fees 25 ae aes ee ee eepe if ee ne _\aan ¢ ae. aaONG i a a) aeEPSPS ee“gh ee ee ee aes ag i Pe eee .ne St ee oy ge ee LON ae i‘ isMr ce anN ,oe ae oo es: oe oe case, TEES eeee ae Bes aEES as oe SN ae :oo. aDine |.ae 2S Hoge SHES Lo coe aei : ce ee pe aeas ee ic ete ye HEPES a ce ee ee eea_iie ee ‘ a. ;.lo &oe (ee SDE es ofie ae eae Se aoeae ae Hae ae wed BE aes eeey amee ape oo ooae ie| aeg og aes Pees ey ee ae oe eD ee ee pee Ae pe ee oe Hest van oLo ae Ren ics oe aeBie aeo aiSan ae He Sa.eae ae a ee oe a oe Nge ae FS ene a ee 2 NE ie es Eee Gs ak on fe AS a ae Ce . Hos a ee Cae? i ae UNS Co ge
L. ae «Maks eeaeegLL ae .Ee:.:Ee -oe :a oeaoo »a7..es Pie SS WES !ee“BONES |.eeee Os |oe ee a| a. aLae 7oe oaeaMe 7a.iy oe Be eeB pee a Los es Lo. aee iH Ho Ou) yee ae es Le UES GES 3wee 8eensae a?ee ee ae ue asaRe teoo. aeoe i Ly Pie gMle eeoo eee ee Hobe ee we Be ES oe me ae | oe _|7) Lo 7.
aes eae eine Es e Ls We Loe oe oy Ba Dies ee eo as Bey ‘i Ce Hee ay ee oo a Bes a: Loe ie|oe.aea Bs a.Naw. a Se) ye sauteoe ee aee oe ae ;"ooaf ;ae aheae ee aa aeyoy We: ee 2p as wae gee ge ee .aeeee aweae Ne aee oy ss Ply oo Le: Woes ee oeer)aBa aokoe aefetpe Asse eee |es ioo ee ae aaN a fee |-aDe >. sree Bi poe ce oe ae oo coe ne oe oo pees oe aae eyzlee os |co ca Lo Le |— We a.oo Lo 2a Tees Ae age Sere a a0 ee eta.Hane aoe Leue ia) _oe Tee .oe oyPe vySe ioSe | —_ eeoe_HUES Lo ee oo ae 7ee) — oo
ee oeae BB eeieBS ay _. PE Bee eeBioy ey 8aeaaes ie a hie oo. aNeoe . _aLoa”. oaa[ ae «:lL ae eepee 8ee ee aesa aLe Wee Ss ‘Bi aee (oe oo aCC ee pa oe eead aeesie) Ups a6 eS foe LeRens Co .a ae Oe eee Oe aane Been Co ee eeCGae :RONG aiHo ie)AA|iaoe esSe o. oeee |. ge Bae Co
Wes | ai uy ioeue teas ye a =7. poe ee_ae; ae eeee 7 Oe .._BSS oo ae 1a ee ve . a _d caea Oop ce oea 8o a oe ai ES oeeae oe 8|oo aeaCas 0Dy ie0 aine iLo oo. Gs Co oe oe aeeeaeloueeres aoo oyey oo a. ooCi ceWe a oeaae oe aoe . on aea ae
< ‘oy a ..7.eroeDo Tees ooaa.| :a. _. aa),hyey
itaaOefiefae Le aaeaoecea.ueeaery oOe eo oe oe 2. .oO oy: ve ayee_. _cea.ce2g ae |. ee:oe oo aaauyaLeaeas_ 7aea soci a.:th aLL ee aio co ae aoeae sae A aee aeeoo. .eoe fo _4So ae Bs a o ee ye eycae -., oo. ae re,pone aae ee es oo oe a aea ooCP ee He oo. aa My a ee ey oe age yi oa tae Ge i cos oy aisLe
aone ee B ye Dg — osaet aoaa.(7 5 an@ — Lo Le iei oan : fe i_.oo -—— ae a oo AN aagei 7eeaaae)be i,7vo oy Cra2-oaa— aoeAe. oo Na ae Le Sa Ly ae .oS oe Be . Be LC “.oeeo .a we a| A es (alee ea ce ae ye on cs uses sau ee aul aoe SoA Loo. Dee ie Oy ay ee aa oe Ee _ IN Me) ae Ve ce ms sus ay Ea Dae a
Lo :aeoe mg ague ae a. ae aicee aieLesy. ft 2Paog &le aoe a)_eeaaeaee) ae ee aaei)oe oeWee oes Me aoo aeon a aDy ne oe a aoe a ooae . ee Hy aOs eeae ee :ee aean Di ee ee _a| Va aee oo eSAa gag ee oe ae oe oe gil es iece aeaee ie ae BeoieES ee FEM a es ee ee aGES Le ae aoo ee oe es 2eS: ee yee re a gi ree se ae 7i“ oo A oF a | he , ae a. i.oF ae. ifaiesus oe er og Ms ro ee ee aeoe oeoe uaFae Ce oe oOan ee LoieON A]
cy ee | ne og Le oe | ene a | coe :
oo oats aaeeos Lae ee oo ceian:leear: C-— ae aoe ie fe cee ooaeA ae aysof #_.f ee eegeiasaoo ee fsaCo a‘on aeAfge ye oeoe Le ay oo ue ) aie — aue oe ae aeLa .ae aaoe ee a eeee on oe en ooa b: eedaage POs soap oi oo me . BESS ee weae oe Sy ue ae Ke Ceee eaeES 4) syaoe 0ioe i ee He i... oo ey a,Aeiae a:Oe Le oA. vo oe, oa oe .Be a) oo ow Le A ”nuBees aiTog oe oe a_ oo Oy aN Aaoe i|iious Pos Lo es: mee Se co ee Hee eesities Leaoeae D:ay oo aoo a— Ni aee oe aime a /ae oeoe oe an a eeey aa Loe ayCe a Wadi oe aeUe i me a fefc aa
ee ae a a a oe 1 ¢ a aoIGiee oe me ES aa. ee iOO La acini re OS I MRR TN Dee Ce 5 |NN caries)| aNECO aeOD 7 CRON Cs os Eeenoe oeTIMES oeQieae
ltt Mo ae lt aePs SECiwCS‘C; te aoo oe ee on aae‘ooSNoe oo Bee Jeg :aie ne oe oo aoe aca |oe aoo. aeeeo. oe. eee oe a) ee ee *: .oe a ae aoo . oe oy es aoe | oeaee aee He So NG Rea eo eh oo Sthie aL ey|.es aoe eo a-sco oo aneaFaas ane aa:eat aoe aes.vane oo oe : i-_ an ee aaaey _a!ooaya.aaiG4a ..PEO _aoa oo es oe oeOo oo Doe ae a aSee ao aaa .ne isMe a iaoe oe elaee ee OU) oo Ce se
ie le
) aeaes7oe 7 aaLO we : oe a ee oo. ceaee / lacae i oean oe Tail GAGE oo oe iA Oe a Wee cane Co a aZi ‘ oo ae Re aiae ee ai oe oe aear a ae he Gs eeaotai)Noa So sD ieay a ai ae o_o oe ee ‘cw ee oa : TT ee i|...Oe Ca of eeae Ce oe ao acee oe .Ca oo eoe yt ee oo. : a ee a Ot a . er | se a aa oc aa i a oo a a i a. a a 4, Ce a foes. a ae oe ae Tae oF Os ee at 1 i : ok ae as es Ml a ae oo at arn oo ae, ee fee es ne |. we i a cy oo Co oo .— a oo 7 a ce oo F bas | on é| oe cae i: ace igHi ae oeaasnkee ay cece ee i aoo aienoe me lcs ae a.aaa|ce asin cee oo Oe Pe asoF a aiy oo a ia. ae aoeoe oo iy, ce as tah ooav Cooe .ce. sta ee esae oe ~~“. ne ee ue iaeoF ~~ a ee aee a ae oe os eeCoe ai. AN oie oe Pe a -— Ce aiea any aye oe ae Oy aLae aaole iy. , i al igi el ok a i ey aes ita ioe Hn le oy yee ae one re Se a ie na | ei a a i an fa) ae ee Lae a i oa a le a a oo oo
a € oe n a;
aéAin oo a cat he! aea 7 oe a ae a oo el oero oo Co aae ooA |ae oo ¢ =| a a | va oo . iascab .“a ai el en eG 8afos, ef} ae aiNM |a es aa aaay oaes »oe a |IG Lo... oD oo ou aae oe aoo -fe oo .|oy oe aee aie awong 3-Oe of 7a| ;}. aS esae eeines Le7 ao TR a oe | AG aCE iai ies Hy oe oeioe aco oe oooo. Be |aoo ;isa v" :ae ie] > oe a “ eee ty ia i Po ere a lees Ss Coa, ee — oe oo ee RSH oe oe ae a) He ee “wa ee a. oe a " eo a os : oo oe = .. a a ae nc 4 se . oo oo oe cy a Oe Ce en) Cs ee arse ann ae Oe Aue: La Ve a on ae a se ae Canal oo ee a Pel oe IO ae oe Co A
AG hy ce a oe aeoeoes aeaN, oo.isoe TN sas ae be a oo ek oo a iea oo oC AOLoeeaan ae At eneleye . ae . ; ea ees ..oe aea,ee ee aoa Uo moao aogee euoe oe OU ae ae ae i)cu aae ae oe .Hie : a . i oe . ee eo a... . a co i. oo co i oo os Lo hae oo :oe 7 a a oo a. oe Ce Mae oo oe ee oe a oe ae on oo ee a eae Pee a -a oo oe oo i i a a a oe a We oe a 7 ee i oa Oe ee aes oe) a a)sal oeCa aa ae—. oe cea oe SSS aa,oe oe oe ee oeeo ayn Aion, Hee ieA ooae ee ae SEns ayoo. ial Nsee ea pee Es eereaters ies ae EM a ae Ae aa aeoe Kah DGS Oaoy ia eee IG eegee Weal: a-,Se FU oe ooHON aeaaaaen8. oe ie iiWs Hes as ae ooeoae Lo aBae ooyae oeaP| ‘Faco Go eS a) ee oo. me Ne yee 871ee eeBeAOS |.eeienaaMee hece aae oo age Mita
Pe 7 x 2 re TV he aa. re . .:. © ae it fe a) ean
a ee Lip yes cant :
7:
ee aue oe Ol ae oe aSoe aeaney “ieeoo ae ie |ae WY a aa.oo ee oa aryi, ay eG iang ;”ii: tome ihe Me) Re| oe anea aeLo Os ae. a oe Du as oe ee ea of ~— ‘oe oe a Gs oe|.ae)eat aa Aaa 1Gfe) _no penian ee iaaoo. ee Lette i oo (og ee fy | Sei 7aa) at a. oo Ne ie ee: aoe. oo ke aaNie: aBle.lhoe aa Me ee aSelee oLAN, Bae ae an aee aas Hiee neoo Uns ne: Paes osLae ee ee as OE‘ eeiy Tete ane eee aaA Ne oe RNG Vice a eaes Rie ee Ne lhe oo ne 1ie Ol, aeoe Ba)en *q a— oo Co. co aOa ne aeoe oe aia oe oo oo ae aee aoaaee aeaoy E ee ae Le oa es otao Doe oC 1aeiaa.oloe oe es aoo oa a. c oo a oe a ne — ' Co Ne yr i -— a en bia as dehy, oe 7, aie oe ay a iS as TERR a bod eu i ee ae Me Ny ln one Dies Da aa ee i of. 1 aed eee ee ae a a es ll ae a sr Hn eee ie a, AG aya Panta ae ie “ i oo a Hy Poke Oe ae (eae yi, ve eS sn ee a ae ee ee eea eeeoe. ati: i ta i. ieee oo onie ae oe a eeoe oo oeeo 1.: 4 ee a ae oe oe a (hee ee Ls a ia aa.es a.aee ayor uees ee CO oe eae a aF oohe oytoe oeaWg esae eein aae Leae i, Dee ae aoo | ie _ae My. Lhwir a| es’ . poe Ve die , SUCe oe |ee ‘a ah \aoF. |aCoaeooPo asia 2Se ale |.oe .ahy Lo ee tiie .Hey ae ee ee aee ok oe ae -Lal .aoo|We aaeotoyoe. ae ae A ne aioo Ae aoe eeee pone ioe Bloe ov: aaoo i:Lau ANG a Gy, flee i co. ORR Ho 8i Si ae a, Uyeb ae ie: a8 jam Coot AOe i ,; “ 5oe So a. us a eee Oe oe oe OU Aaia eee eeoo iea ee oo Oe ee ae aoe aaees aa ihae aAi‘ oo ae446 oe 4) FF oy ae cane Bk ce ah aen Co ie aeoe aae a
ee i = . 7 oe co ae | 2. i a a ee ee ae oo a
Hs a ee aeuF 5 ee3 a ak Uaeoa a Hi Nie a aan oo oe a oe oo ae aeoe a Laeoo al a pe a) a .® oe aoo.||_iLy oe Cte aa aeee: |.oo aaeeioo Sei: ooa.iefa as ae 7ae eeCo a\ le ne aeWy ee (ee ol oo : _iaieoeoe ae aeeHeat aiene CT i ae -onesee Ff. oo aa SO aaefeae a‘ ooh a0)ae—_ ni o_o oae aeNe anaa mee ae aitaeateaaiecy— oe aEe|eeoo Cs aae on awi aeawi'. ae ve nee aaloe asee eeHee
iLo oe oo a ee Sp oe i ife - es oe ae ae (i i,fe ooae a oo a pon Peon e oe | ae aea iey oe st. 5a See ah ay eh a ae Psa ene Se ae eee a ay ae in wal On ea a ey ea eee Ree Rae HOSE ae Bee) ai oy oy eae UA ne CHM Se ee o ee ‘a ae a lo. oo | a 3 a : .
ai.ee ee iaeeee «Y .|ec ae a7.|a oei: vote aitsa:>aes co ee oe eae =a)ie a. ek a oy :=~ 7._gh 2ea aoe ay me =aei oo Se ae ae |&ull i. aoe es he oe aua io eae oe of . aoo “done aEeys“qa, |Beoe iioo a. oe oo |4 | oe a oe oo aCa oo oe aaOf Wey |i,Se ( Re Oe oF oe aoe ie— aana oy oeay of van oo oa a ik aed ne ) :a 7Pe eeoo 7 aene i i.a _ aoe a.ae nt
aoeeoi wi) oe sl ooaee neioo _ ic ® OU oo_ans Ce asnGee halila aOe 4 LO Mm inaoeeeOl eeioo Tara oo aaee Logae:eeCs ee Lo Veee re RU op on oe aa oo ae ra] on .ens
(Se Ey 2) | awa : i oy oo le ) a —. fF Oe) oo i ce Sued Wie, oe ie sy Os Ce Sune Be ae ce es as i oo La Le ae ee pe Ss We ae ak oo th oe oe as EE oe ui a ; | Dy | : 4G oo | a 2
a ee i ee Oe a a ee a eee) Sait ee Ane ae oe Wile ea) Caan: on a a) Ae oe i a Pen eat TU ichiaest ae oo i UA Ve ihe a ee a cn ae §, Le hy aoe Le aea. Le ee ay ae see 2Cy a.ee eeoye Oy ateaa. oe| 7a ahag? oo 4 -, (_ aoeoo oy oe ch coon ete aaoe lseta ae aeaceae ee ae | oe — aayeeee aoacaoe aoO :ee.TN . Va oe Ue aeeia..se aaeae oe a aee aeeOe a ae ee im es ae eeee oe— a ae ee oe ce oo i:ce“wn |4:‘
a. i: oo i i. ’ a _ SS a on foe a | Bo es | oe ove oe
a. oo FF aoehae. oN oe oo hae” ..eT ie Fe :oGay ale) in .eaa_LEG |.Lo oo Da a.Has bu gos a.(_ aFle \ae ae ne ay Bde aa eeoe ioe aa. es ioe, Ne oe Co iaOs oyaas pes, oene Rie a La ASE silioe aee aeoF ane es oe Nel Oe see TO LOR aesMy gains HG aees i Hy aeUe DUNS ow oo iae Ney SNa eas lheo aSe ea Sant samc Bie a ee aoo aoo aaeai, OS ein oa ae ih Naeae ioe ara cae ae oa ool Ce Soh es Vg? aea os Sn ae oo ysSeay a3’‘ive e: ‘iia) oF. ile Le ee — Ae a ee eG ee ie Oe ee ey et ae Hi oe is none oa oo ol ae ee ee Le os an ao ee rn a Gs ; oe Oy oe Nay Tee a a oo a i) A Ss Ce oe oo a oe ee ol ee a ae aa. On oe ou a ae a Se oe 2 . 7 ae ‘ > a a = = a| ams ee fe —. arsoe ee yecy) Ce co Soe oo es ined Ti oo ra eeih Oe ooae a. We ek. ce oe oF. an ae 7. aae a_. sent ae oea Ae a aa. Baa kas oaae ae “itn abg oe ae| oo. eee Les ica oeee Bie Lo at oowe a:iaCae esei oe e asae a fo aaoa >"4 oe oo. oo oe res «go ee aaiee Oe: ee aee— co a>. aaPo aeae /Sie vee ~— a_. ay Clee aae Q i: Cot oo oo — oo. ok vi a_ 5ae “= a ol oo. oe eon en i. by, a S ee ee a eh as a 8 a, a a oe OM Oe jo a a oe sional aa . Fe oe eu we ve oe oe a i Bia oe oe a 8 a a“ ao a | a a ) Vo ae caeae a: ee Ue es oo ioya ce ee aout La yCo co es Cooo 1a aeioe Ma | Goal songs ooo .ooaes oe aaoe oeNe oO) —Co bea Ce aseeaeOeWe Ceeeaated eS a) oo ee” 0 oe oe asoeee —aoe al oe ae on >. ioamely. D0 ccs a| a.eyoe eens ce aa8i avet ae cH) |a a aco Co eisoe .. — ae oe Ce iehe le a ie aoe ea yo aw ee? Lo sound eee MG ceoe a Ue [a a ) .oo CSiytsii A aLo. - oe aeaaae oeateoe aoe |.foe ee Hata os aeBe 2a ey oe oe co oo Ss a,FEone |.usoo. aoo. aanaoeoe a ee he ie= o i— a oo»(ay 2 i oe a ae ee ee a Los Ne-.a au a ee ee ae ahee oe) ae aeaeoleae neoe a Swi ee ee ee oe Be WiseLe a Seaaula aaa Vie es eae a aN,Ce co aaaei Oe oe or a!ee ai inh Ili apon oea aoo 7 Co | | ty«a. 7 ee ooaeeeOeiowWe oea ee ieaDae le uf i. fee a aoeae
:otoeof. -eea oe ait ee eyeee. ae ONesoo i. ,ag ie,aei oT oooofOg. ‘eon a ae ee :aoe ae, eoPon oo | . = ae oa Ve F ee ee. a a ana co oe gh a oe i a ) oo | | Cy oe [ a : oe. L oo .. * a Ce ao a lee ae a ‘ aa
e) Tae aT eer ES
Co eeaeee san oy iss ces eta Lo SOUR aTees a, Coe os Re oo ag eeaaees le ee Se aeeyas ae HT ae oe aae A aeene Veo aie ce py hone a||oo aoy oF |Hea .iaAe oo oo) ie Le ey ia Le WG Co es Oe Cee LC oeee ond leJeeee iVC oe Va ie ae Pn cel aae aie Oe Bie: aTeOn aoe ee ea iue oe eee Sete nee Ne Wie Re as saeco ES i.nia ny oe oy aoo aCF aco aaey aLea Be aaa ON Ry ai NG eiaCas ee oesee aee A ae1a He eo Binet ieee FI ee TEES prea eens nNiD ig (EE Re a va ae ce esa es ee oe ae ge ey el oa. See ee oe Lee ae rh ue ae ise ca eSBS 7, hie eee ge pete aie ee Ce rs ae ie ai ioeoo oe oe | nea ; aa |.UN — amea aSU i“eo ae eeico Lae ne . Dial oe sili oy Ne ae PG eee USN ae co 16s Vas eiFa aia a AG Hee |Hah Ce aae ee aie ss ae igential Peta es aiCTI oe oA es Ne ee eee eeUO eee See ea) Lea ee ae Se oie iiY Laon ak anes auai“nee _oe oy~~ oo. oO ae ie oe es gan oe OK ee ee bates 4. fee ee iees aoe oC io ee OH ae Te ao ee
iaioo.ee4Ons oe ao ee .aeeeaeoe ae oo ee Lo a‘|.aoOwil i akLooo «Heh | eeoe Ce apa foee ae ae oe aes ee oe oooeoe |ry aaseke | Za cies :a.iliat as |oe aas el hauls aea)Ca ROH oe Heue eea, Coy ie oehe aos Ce i3oe % oe aeee Cue 8ae aSan oeeoo esBe Co aeeen-. oo. ee oe ceee aea. og, ee can oo ae Oe oe jo, a.oe) ae are eee .Me To oePs 2. ao oe No olaks lay :ufoo 4oect iq S a ee Hk a be ae Bue CoG a ee a Se a ee oo Ges SN oe y ae | a a es Le ans . ne) 2 © oeooooaaeae : a.aytaOeafeOe aaea) ae\ aee aayaoe_.aae a Le okes: ae a aoe ee aoo — naiai.eae a,| _— Oeoe ne aoe oo se ~ - ) geeealan oe oo 7a hog ; oe Cand ea! SO:a . .a aDee co ce ee ce eas oeae -. aaaeee a oea, akoe .|era ee iha aae a a ee aee iB aa Leaoo a | 7.ee L a“a Le ai aa osaa> . oo vo . a a oo ae ce ugm : 7 ge a | a ee : 7 . ee a .. | oe oe ee oe ee a oo ( es Te ae oo} ) oh) i. oe } oe es a La a So oo i oo pal a lial ae a dad ioa a ae oe le a. eyRe oe ho eeAS oe oe ea aoa HiDae oo oeae oe ieew. we aoo. ae ee ai ae, ate _le oo ee onan qon a oo i Co ee oo. of fe) ee ae of oo He a a one a oa ee eo a om fo ae Co 2 ae i ne a a a nee ee oo : 8 Le oo.ey_ Gof fe aeane aeGee ie He Cee Dee a a.ne a a) oo oe(oe oo. oe oe —. oe oo ee aa ee Osaeee oooo ae ee oS“sti! i ie oe ae a aa es a ai Ne ae Ne Se Gl ee ais ere Bee oe ei oe oe ee eeu ae ces LO: eee eae ee a a eRe ON ae ne oe ie AeA iii a ie we an MO a a > .
oa i lecM aOKs eeas Aaaoa aae twee aeeRe aiahee eeSaah oF a Wel ot aeeal a aioe oo No iRS 4 . aoo ooie 7 ae aia / He aoe a.oe ae. Cae Pe elt ee ee See eeae ene eee aoo eae 1s Ci sae FM Res elie Xl i: ei eeOG ee ee Loe 2 i:Cl Hy Aa ee Gees ay Ve ae_aeae aoe i.oNoe aeae ,aa;+e oo ae ay i ce veoebs ae ee eas aSta itoa oeee Peas eer ai)oa Tl ie oe. aaeHe ekaie le Las aoo aeSUE
i) Ls ee oy ao es a os nh a. ees Ae ee a es ae ne _. ; Ge fees ae oe io oe a Tey ee ae Aliana a se ie a te ve oO ae . a 7 os _ (
||i iTeee i}. .aooFGke Co ue oo oeof aee oo. ‘aul a a— @is .i>. ae oo ee a|Pas le oneae-ro oo i. he Pg ™ .aeoe ee Pca a oe oo oe ea.oo aoo oe ek ae oe Co aee vaoe oo yon La ocspina ae aef i Ee
a a meee | : a as he | PE ere
iaeae: aeea oi He nt ee Lie oh Ge is i a i La cal TN Pee ey a oe CHE y — ae ie oe Ce il a oS a ay Ce . ao 3 a a : a | i a oe CN ii a Be a Se ee en ei i ie ae ae ae oo fe oo i SAN ae TO ea anal oe oo ne a a Mall oy ee AGN
i oo i Dy Ke eea Co. ro a“ph Lo Pa a| oe . ate aarf An ee ne oe 2 a. > Og a Go ise. Cpr
Ce Get ao as , OA oly Pa, yet a a, Se ay Hay anneoo eneaeece i) oe Loeoo a) Co a aeeaeeaa oe ING i. ae Gsa HAR bee aeeae ey Ce ig:seh. ae a oeiyeeae at heaea aaea oei Hae oo Saoiatt a aoeyoi ae co
ee oy aaeoe i |aan a_ihae ae ae oeaoe iee oe ee iM oe aee eei.als 'aaCe oeee oe oo a.aale ae caoo. a.oe La > eeoe ce _. aay 1ee A on aae i ae oe ee eeoe os. Ce oe ae oo ea ae oo “elo C, ya aitOe aoe ee ye ioa |anan aee iDON ie Co ee ee aeeaoe oe oe oC afan ae i. ava}ae )tn : aaAa U a as ve Nt ate Wig, oe ee ih i oo oe oe a sae sie oo 7 a A ae ai a oo ro a a oo a | Pe ae fe a . a a | Ho a a. v oo a) i Ce ee ee ee a oo) ee 7 Ce a oe | “(eS ne anf ie oo a it a a a He ial i i a i Sa oa a ae Pion er ie Fab 7 a ne Te oe uit CO ig. ae a Ce ee ad a Ma cae ; + “hall aeDn LsLo en ne eia. eeae a_. pe aeaae BAN han aae enee as SN eeae Oe ape |oe Hea Sok aeoe aa aAea eS poe Oe a.ok a pu A oo ci aMO aoo a) cen es, oo aa oe aae oo a ie onoe aooe ai aae nsah Ne aaLe oe oo oy ce-ee aoe oe) 7,90D fe ae : oF a a i eu Ley ean Ea) ee ae a a as Oe Cs a SF oe ae oe A a i oo Ce Wy COU a oe oa ae | a ew a|oe i ae es Fe a AO oo Fenint ay oo a Ft ee TSS i y ae Ss We ne a a a Os A) UGS a a ss cs le i: 7 a a i \ = oe oer . oT . ee Feel ee oh Co iss | cy ee a sil 3 iin Dae! ee oaaCo i ae a, ae ae fy Ae i a aiiePhil ii ileae a ae i a ae ee Ui Dae ane me ayi aee‘ oe i oeoy naeae aees Oeey ON) oooe oespon oe a F4 oo elCeaa: tity a2 aoo Lo Cae oeAON GsBaa rh LO Halaoe aa nikaaoie i.HOO at th Wok a eeMRR ea al eeas aas on ONG as Ne Oe aoe Tas el aa ee a a a Ai a a )iNe a )aee * sciah phi Pa a aaLe | oe oya vo a ee a iCo ae ilig: oeaeiii De oei ines e eel NG a Pant oe eek iyooRS Ny pone
ioe 7 | oo. oo a a es ae a | oe oe 7 a. a ae ee a a ise ve of |/i.aCe a oe as Se on |aeoece iwind ” ulna be Cee a . a a et pe er ee el ror aay _aaCe aoo oo. ae oeine aoT At oy aoa oe oo aaeee an ey ys os ae a aNy oe ae ss . | os, aaco acoaon aka. ponies |.ae aIne |7 " /iiiaaa|i.|/|oo on |.es ae es Oe aE oe oe a eg oa .ee oe ie winnie aoaae —.. a ae oe oe noe oe oo oe ee ae we “stot ooCo oo aaN i aee ae ee oFne a 7io. ue Las a oe ee a : as eo ee ae aooWo Le i. d “oy ee |. a ee oo:aeelsaea ne ’Sag
q7ny a ai co le aLy . Lo a eh Sih Liu CG ia ieesa aes. aoo a ALa, oo: .i ca oeeen LGa en cl oeee i oo a oo. yee a oa a aea es _ ila ee i. |fore : si a aaeang isa, veie esaAoe a ee) atee a aee al aieLooe eeei a te “oeBENTO IG A SHG ueshe iN ioe ee ale tan oFyaCe Osaee.elMah yeeNae oo iiiie1ye a .pant vl; oo aetoe oe i ae oo eo hag a a aeo eeaceoF a oe | aa aani a aae ooaOe ORIG: os Oooe HsCOU Ca a ee PO aaalae ee oe a loOe eas ee an oe aes aa aDe sual aoe eea oo aee oo Geoo oehn) FS Res Sas aea _ Gy) ioo aey SOE ye) iDe ve ae hs os AEN oeabos Av oe) % oeOh Hoe Ane aéui 4 oS ce i7oy iee |ooo ioo oe oo aes Hee aeereae oo )) — Oe aueoe aaaC je aeaoe Ce ae aee OG aoul Ceawn aCos we icapeal, aoS aae oa Ne Ls Pa ee ee oe Manos , A ee i. i a ae a ea Co i ee ae as ay pe i ene vet .itCe ee ae a a a ae ee ue ae oe oe ie ae a So Ne al Maa ee a oe oe Oe ave ol Re a eS Ce a oe . Se ao a a oo. a en ee ee) Ui cy ce os oh a ie Hsae i oe OO ee ce Ce ys es pecn ee ee se Aeoo eineLe akSaint keSaas yeES Co se ieoo oeoc, ilenspeoe niPOA oe Be NaN oo . ais Oeaaase Beoo ooaeon Im Le i, ae )akaaeoo oo aoooe a oe al OG ee ie eal ae ‘ii oa leWee a Oe aoeoC oe aLoaaaoosoo Jea oe aoe sais aocooo » aHees on Areg a 0Deaslag He aae aHnoo ay en hei:Mis ioei ee mees oe i oe aeae|; \Yee io . a co aaMe a a on bolloo - a ieae oo i ce on e WeRoa ST GON) oo ns a a ein ot ae a Mee ae ae Coa eal SNCo AUN ee ns oe on ean fe i" ams as ne Lo oe nal Lo aiTi ao oe (i |Le ae ae ie 7aoo iyaoe ooCre mi ae oil ae ae aLi .ae oe aoo ae Ay ae oe on ee oe aa it Pe onan OG oo ii aoe aee) via: oo iae ieac a ae Ce Se oe FS nC s !oe on eeiaee oe iaa aoe .Gy iee aol . oe Q -a aes acoaia mm ie oo a Me ne oo | a eu a Oa a ey i i a ae a ee na ce Be ioe oe Wn, ee a. ae ay iy on 8 a ee Ce a a Hit a 2 ae i i oe " goon oo he Ne ee Mie a es We a ae a ae @ c es a AiR: an a oo Sy a | ) a oo a ae ) oe / oe a Poa : i i a a Ls oe 7 oo oo ne a Oe Cs bath ne eS! Ete ee eG aan a el Oe ae oo ae a eae LN a aoc.aeCo 4Oo oo aan :eeooaaoe on aOyae oe ee aeoo Ks I re ees co a aae aaoo _ee.ee ‘oo ae aoe iaaeaoo .oh 4Doe, ai ce 7a: oe oo ay oe ie Da eas oe aoe in aaeace es ae ee HORE gBs cou OE soe oo es hi, oe oecs a: Co ee aae ey ae oe ee es Hole oe ae ee ay ee oe oo ue oe Tae oe aaOils iae baa esie ee oe eeLhe Ne oe .oe oe oy ao i.aoo -if oo Aaee Cae YAY ieee a) aoe iee oe SINE ys eo eset Pe ass aains ee NG snaae a Oy vi a al oe oC aied a ie oe Le ae amen a, aBN ee ae Oy oc oo ee ee tee eee iaos CT _oee ae oe Ce oe as Be aieeite as Oe aSlTee ie oe ee Ae on a. le aLe HE iaeee asa aao aaae oe aaLN, aees eeeG SHAR! aos: aAe cE Ce aaes eseu Dy aeieae OG Oh) aelie aey ue a) aa ea iG 1oe WO a“aaaOa aoe, oo aNe Ree ne, feae Aee oo cn) Ieee OE aONO ans eeai ee eeOMS : HOG vo aeeoe aieaoa ae cai oh ame nN ais .oe LN aieHe Ae ny cy ae Soi De ot Swain eee a) oe Co. hy aad eeLo iey ieon i Sat ice ee al ea ae i a a oF a Cas a oe an oa es al te AN ae Coe On a a a, oe a ae Hae a Tae ne es oe i He Aa a ie Pats oe a. a oy a ee Se a es oe a WN oy, — a. ee oad? a He oe og te a oe aeane ooooiooaeeeaAO. esMe i ai tae) ae atoe isaN eyUea!es aa Pa oyi i le aea oy oeae.eace Ni oo“ a aa ne eg_A |a a ee a te a oe oe i ea oe Ihe Ae Bees a oo. a : . one
(ne oeLoo oe. an oo ee aes TNCo oeay oa)ae| ..ieasLooooea)oe i aa‘ anig ®a |, ee aaaae oe ..a.Cn ee ae ooBal co el i ee ae ae oe ee oo ae ee a a oe a ke oo Ctoe:ie, a boll eeOey ae aaoe oe ae _oo Me oeoo SeCa oo > iPe i aaeese oe ws 2‘ae ie oo aaei, oeaaen Ce aa :co a® ee oeae "ou aoe fe oe oo oe FO coa-aas ee ee oe a: eal ors eo a a a oe ae a 8 co oo. i Bo ae ‘ fo a oe on aia a: Co 8 oe A a To a oo in oo. [ae ae ae oo ie eT oe oo oe a oy aa a ae oo ee oo a a _ } | oo i a a ee ee ee . iaaoa oeOo oeoeeeacoue a.oe ‘a oe aai aoo oo ie oe aoo ouue oe. hoe a. aaaaaaoe aa ee a a ee a ae Be of. ok oe Ce » oo a ek a | oo wy aa oo i ao a Dl a oo oe oe ES i. oe oo a a 7. ae hy, a oe i : ~ oa 5a La a Le ee a ; oe, a a a. “ ae ae a ee. a eee i a ee ae a ie ee oF ee oe en oF ee a. i ioe | ioe oe oa ca oe es 4|Co oo oe ok eyaaaoie heen i,|ae ne Fah RieNoie Sey iea ee a aaee a.aee ae 8i: aae aoy cony . oe 7ayy is oS ae :a Me a| oo ee oo oo a ee a i a a We oe ae hae a a vg CO a Lo oe iie aoo oo. . on 7 ae oe ay wie oe ue Aa oe ce oa a ce . 8 oo ae s a ly _ ee oc io > : | : ky mo ee ac. | Vo i oe oo oo ae oo. Co oe le Ce oo | oo a an ie Gon a ray os 7 ve ae ee a ee | . 7 a s aeoe / icoo Lo Dee ee aae at -Fe wek ak Lee aooo aLo8 Ca oe a7aa: aAl ae a.iVe were Se =| aoo oo co Lei es Ce oo ee a a ae a ay pada Oe eae ae a pa aaee: NS Sey: oo aa7 eg aay aiea Co ok \aae Deg aeo iee rested inn oon Le ae aoo. ae . Hi aae i co a ea! ee Bt a eel ee a ‘ ol i oe ik a oe oe ae a yi a Ss ee a ae Se Sn: aWat 4 oo ae te le y i Sees le Lie oe | on, oe Lore | ha ae, i a a oe oe oe ee ae a ae oo a Ce a iCea esi.ae i oo Lan oS ae aey he Sowa Ae Hal? aa ea oe oa . a oa ai i.:oe ee: apen fee ana ichan a Wigs ae aleeCooo a a1an ae atePe Ns netiyy eke a NN ae ee ey ee a eine uo ioene a.aoeaLoe Teese ly oeieaaaa.ofehoo Ne Os ao Ne oo al aes aae taeoo culmuaeole een oo iaNG ae ay aGe a ce nean ooa oeio ee — ee ieeo Ion Us, oe ne) aeaEo esiCe|co ia eeaa5oo oe Bi aTae all ia an ae oo Bie stco Aa aeSOT oooeas ooleaeee ioy Gigs wee co iae a co iknee oeco Inall oe ae ye eeeeoe igh a,| an ea igi) ey8ae Gs ue ON ae oe
ae |oeoe oe ee en ee oe a ee ie oe pe. a7 Le a‘aa| ae 7.a :aoe oeoo ce = ae wig ce ee ae aie a ne fe co ig. oe ae a aooa He oo oo a se es a . oo ee oe Lo a oo ie ae eo a Lo a ss a a i oe a . ee ae ie / oe oe i in ei ss ot . a ws a eae a aoe se oe a aeeaeea ione ne aa elie ioloe aeoo a ce oe.Le SSieiioe. oe sas’ oS caCe osCai i 7 aos4 ia ae isQoe Ntey le aeeCoCoPeaeeaCo en ae eyeya;ae i ee
oeoe Cs ) oo aee os.USGS ee aCo ee . oe aoo oe ey oe ie aeeee aaVane. ns Ona eg aaos aerr ca Le a— a|0ee aoS 4. oa ae iasrea Ce aCo Co of 7TUS acoHe oo iasoaee am a oo aa aN ey) ee Hee Ge7 oe ee eae iae oe AE en .Lo ry aie ee oan gy Se aeronan 4) ioe oe ae .conan oe ree so) oe ae . oo eo cg oa Lee iee ia bs ae |ae Poe ab ve :iioA oe /ahI oo ee ea ee Me aoe oo oo as oo oe He one ace aiao aia-a oo 4aDE) .|Leee na. ias ee Poa Ce Le oo ee aCee ee ie -ia oe ae iAe. aBee oni) aane ails AAS aoy|oo aoe ae oe oo es ee oe ares aaios Se eg Le oe ee aiee ae es oe i. a. aOe oo Le -oo. |Loe oe a. oo aave :Le mines oe a) (oon os oe oe aa a oo oe SO oe Ga afe at in Jay oaieeet Co ae oe es) aa aCHUN ae ooaCa oe oo hy Ue Moats ony Eanes ee 7ba. _ a ge. a : a . .. rm i ico oe co Ne oo aCoe ge ee Oe |ae .eae aae wa ee ON eons MUNG OO ae Ca ae) cas oo ae Fer ae es -ol oe ee Cs oe oe Vana ae oe oe teiRas Oy SS Po Hate an ioo )a ce aee aae eee ee ee ee Santas eae oe ee hae Cy pe aGe ae ey ia vi Ee PU Pe oe Bey 1 La i. ee os oe ann Lo ce _ oe as Ce ee ee oo ae oe : Le ee ae CF fA So : oo. ee oe i en a . EEE | | | oe Le ea cs ae ha a 2 . ee . a VR ae c =. oe Ge FS 1% oe ME ii1aa. ico ey ee a a Ce Pe ee ae kw eco nani iat) ls OO ee ee ie Le ln a ae ie os ee es oe es oe eae Lae ee ae a) noite Bees ee Oe Coe Se aLo oo a Me oe ae Lo i oo. oe uel em r a Lo ae oo Jae bas eigen Le ee aare aLC ae ee ee ares oe oeoe ae ahips racoueaen ae 4aoe ee i ae UE aoo Ley ce i... vo eecsouseoni ce iaeaoeiiesne.
I
fe ce nea a,oiOe ees uw es ieoe es ey Dk er HEN:
pee ee ee See oe 2So Ce eeeee eeeene eeRee oe 7 oe a ae |Ty AR eR) ee boee diduiteledgecettne nett euggheigecer a Ce ae a; ee LO aN es 8oo eeee atea ee ree eaeCou osS22 IRE Feet ects ates2ee . ee OS Piva a ee eae B oh ow a.ated Dae ee ee ee cee Oe ee Le oo ae i a ae ee Rae en eee nase EEE ge ee ES Byene pS ga Cty HEA aaPasa2Se ee ee De Ve OES es Ss PRE okie aLe eeIMIR Te aBe aaa UR Ee Saee iRee ae 7ate eee ee eee PgR Ee Eso Ie re Renn ten sere et Bseeeam ane SEO UE cee eee ae een pe) ee ae I OI ios eae, LO AN ORS SRRCV ss Bea aeSeGe can wee ae oes SePe eeeEy ey ee ae eS RG ge gy Ce IN Mes soi as SEARS ee UNL 2 aes EE NR NR AG Bee Sa reper MINES? for ee Di An Sys ener aon , i ” . a ae ae a oe ue Ee ae JAE VUES ee ‘ Fe ee eee el obs. pe ae ES EE eg SOE i i fife aanan oe EEeae uae" NsBN ee ace raeee7Ee BGepee UE 2 ay ee es ase KOE NEee CNN AN SSNSE eS SoMUA ena erate POSES) SUI sugges ae nyeee 2OaOI ee iee ,eae) ee eeRee | ee ee ee) ee HOSS agaae eS Ee hes TF aoe oy Ne Wise aN EE: ee ae, Wo oie SoD Pia PSUS Ses oF ee) 2 EE Ss ee ee ee ee Se ee a a, eG aaa arn cameras ee ONIN cs aa Da eee EE A oe [ | 3 aa oe LC a fe ee NEES Eee ae es ee ee ee MN ee i ESOP SE oo ”OG ae LO es es aee We 7eee eee ALE OOO esLoess oesaON ieoees es ae Aae Oe ay IBn ONC: Ue eee yi JRE oe a aae we ne |>e fo a ae aeee aES LeSE ac eeaaa aRia eaas Oe ao oe WEES Seta We OP aaTRI Al. Pol ee BME eNOS em ee OR Cgee 2ee Cee) eeEUS eee he a gg, ee ee Tyee von,a
neeesie ee“. |co a we yoce ogJOe ooieoe _ oe ee ee oe~eo a PR
Be ee Ss eo ee 2 ee gs eo Se
ee _ee eefo.ee a aaCo 8ees, Ls ®€6hmr,rmUCr CU ee a oO an sins eee a a faa a eee a a. — ie a oe ee ag i ye eS i. i see eea eee gs ee Aas Lo Oe i CL oa oe ee So ee Ae a ee ee UN Es ai ee i ee > ee Mas i : ae8Ce0asee i ooDe LS aNT enna SSS A ee eewy eee SEES ae Be a a ae ue ay eae ee a eames a &We ee Te ee teARS iia: a geese WG OeiS _ oe a 7 i ao ae aa ae ae ia a oe Me gee ia oo ema A ey BN IN i see >) ae es Seg ee ANG acest OSE TRI Aes OPO ENN eee eyes Te.) | FR I 7 ES 2oe Hiseoe seine:iON Ce eeeFe ee eaegn Wii 228 eIoe RONPO eg oe SAI SG GAO UN Misca2See ee iNas f..hlUlUmUUL a_ ae,aeeee ae nats og, ay ol. oo. oooy, Le OEE oe eei.TOM ES Sages |ee COM iiaeee igige Sgae BES leirESA i4) MM es ee aoe Con | ee ener om i ee) ee Eig a ees op oe aes ee be FF a ON ease oo eo ae 2 ee eee ee Bera eee SESE ON pace PaCS, eee CE Ng EE SO SG a Oe SO VN a ae ED INO ng BI es, on EAM a age PO Nelli esoo.a,Syunine, —— o i” ad imge ee SS — ee14 os waeoo ee esob te ea a a OO Cee aoo ee as Mes Sn oe S he se
ee ee oT a CO ee ee ON Oa At
AS ORG IOS MN FS OD OCB oe ee) ean pS ea AINE ANNE GUMS RR Fee oe aah Gees Pe ee ene Ee DE I Se igiggecs MS UAE ee Bee a area eae Mine sso es
Deo Ce ee. We ae og oeoe ae ee Ele:ees Oe|ee ieaee ee ee IW| OUI OES Fee Ms Va ae:ee i7 ee -Ce oeaN ee Loe eeee a le PO soe : ae: oe aefe a7aeee Sarre. stare 7ee eeoo 0eee eee fae aae.aee es, ay Ce Fe eee EB he ERM 222 ATS eR AO ae MERE) IE CC MAE Seca FN OOS ROS IG Gee ic TERE oe CEL IG ERR Th eee | ne OG SR Eg fo eam eas GRRE eee aS ee eee :
ee Ly oo CO aa eeeeee eeEA SR Neemcee Ie Lue ons geee ae oo ee | ee BM OO Be Ty Ie 0aeeiisons aeeOO eee oe1 en ee as ee ae ihPIO Be Aee| Ike see ee ee Tee ee ae ee 207 ee eeee eee Iee ye) aaa DEO iyee ee ae EMS ee ee eeTENN dee I i IE oe Oe aPO ee)ieeee ee ee iy eee Co aeLo ee eeiNE ee eee eeAWi 5aeeMGC eee eeeeRa: ee ee iceeeee A ie wae a e. aET ee yeeo soos aseee oF ee eeee eeeeae ee ee Oo I eee 0.ee ee a ee Un CoGei eseeCEslSSE aeoeeee 1 ee EESer INGO 8 SEE eeReENING ONOUR HeSES ee SINE i: ESE 2 i pe acer Utne aeONGGMEE ee nee ipaPT pTLA Cy se7:Poe eeBEOAN PUBS TORII? la 0ea Serene See | peeISG sae BGs GSE BIPs OE:i Pe er nue saneSME an ge MING Shee iad ig Wiggs SEE naan Be MDM 2 PREC CMU ROBE i Se Mane
Co oo ee coe BIE MRE eee seenAN Secatia |eee Ee ee 2eae eee Ginccncamie pe ogRO peua ate nae 22s eeeeee aSHIRA ee eee PeSeaN ONE NBG SOEs eee 0SE ee ae ae ee CM eee aes ee Le Mg a UOae TRE COUN Rene a eeea ee Ge NSE ree ING SSPE nt 2Sy gia pair|an Be Mises a Meferme A HA a iaee I ie 2NOUN ONE OGD Gig NEEe 27Be alae Cee 6, aaa LesFhe ee) ae Get GE ee)ek CORE ees TELA aie oe ae ee A ee ie cite Be ae Oran SRee SSisGea yPy oaSO) Ne ey A aa mapa Wo aaa POCO ee.eae) a ye ee eeeee eesaeBee ee ae ee ee ee Boa a)eR. eee©aRES meea,aeCOIS ce GE ge AO Ns one Ce ee ee TEE | aes)A se a
|ee oeoeeS ae aen Le OO oy | 8ow fe OFeae raee Ni Oe oe i fe : aoe | oo|A | ey ee gsaae eei. eee eeea ee eS eee aeaPag aeee ee aa eeiNem RS SQN OES Sng‘a EE eeoe tee ae Bg Veoe a Le gees pes Ne Ce ae ee ee eee oe eae ae oC A ae ae ees a.aeoo SS ee se oe ee HU We Mg ice Hales EM (eee || aea.ee ee eeON ee ee) eeeeeeeVe ee Se ee ee ee go ye mee ee oy Lo Cc. i.ee oh Oe Looe ey aee i.weep) esDIO eeLeoe oy fT 7Ge oe a2 ay aee : Ppt EN due oeai aue: oe oe TE ST peace ee)ae eecoe eam eae iaeean 2 ee aeBo, ee i ee: Pane He Nae De, Ge oe ae eg ee ee oe oe oe! ey Pe ee ee = 28 4 ye2a |eeoo Noe oe See ae Ae ee ee ee eo ee ee MUU LON RIES ESS ce 8 | Le Loe isNGS eeEeERE oe oe oo aise Ee ores aeeeeiaessaea_gees fe eeoepee ateaSCeSo eers ie eeea ee eeIMC ee. ae Lane iseeeeees aneee ee ny eosne ee ae ee i) Cee oe ae iooa7 Lo aa Se iaEUAN ae va ee, a|iEe ee eA i eeee ET Oeeee eeeeve| ae ea Pe ee Wg OO IN a a Gee) cane aeeie cries eae ae os hee ete te eee aE BOOM tee eo ay ee DEE CHAD TEAC Gale UES NE ENO LOND Nin anianlee NEG Sg NAMIE 8 ORE OR ATG eeee. ee TC ME NE Neae aaaerceaN ene ear eevee eee oeSS eh meme on nn ce PERS UNUM EST OE TE SS DOING 8gPRE: SY ae een Rg Reape see Paige| ORE ef aged1s 2a a a.ooI On I RN, seesIOes aRreeECT fae a ee eecea Ge eeeORE Beeieee erm CSR eile saa (08aise eeIBN ee His EEE ES Jae GEE
Ce a a 4 fe 4 ae 43, ce Ae IES nay Sem ee Renee ee pee emi cy Se a PAE Se aA HOME ic aioe Bek gee Bea a ae Nail, Nang PEN AR SONS Ghia: see en an
ieeCo4eee — ee eeTe) awie a| Sc ieee aAeeets oe es oe yRee See aaeee aa aaee a; ee ee ee ee eae aeMN ee ee eeoe Sa ae) ee TAM co (ape ee erCa EO oe ee ty eeeeeROM EE egaN: ESS SO SN ie7 AMC MeeI ee. aN ee eeees eae eeeee ee ee ES A Manly BE ayPeed Leae Sease aeaa Wes ee eee oe ee:aeee | eeeee 0aeeee ee ea. He ee KS ee a ee Se ee” oei |oe | ae SS aaa a oe aCo ae aeaee La es: ee a) faeieee BSoe fc ee Vigees eeeeae a WO es Ee Be ee iOE ONE NE be ee aa eee dt I ON La ee ee ees oe eo eG eee en PEE ea GN) a ea gate aece ieee BN NE SNe IVE RICE [EES REEa EE aoeame aeeee laee |2ee ae a Oe oes a8eeee O)eeaacosanmmnnonciil eeeee CO, ce ‘oe CEE SES ie ge [\C7 7Coe. OO al Sa os ee Ny fee ae ee CaTc: iat eee mee, |IG Oe es IN ieee Ce Ree ree tk ee ee EE Re ee ee aaa NN ee: A ae ai ORS RENT ee eeTeee ener Umea ree WM SIME 2eeSioeeeIeeo ri [el oe fy aDaNeCy Fe Ye .aNe we aw Li. pe eee dee. Me ae og fC a oo: iae Ce oman Naina eanee ee er ue ee RRO on BEANE ged ace miesLe eee eee” ee Re eeRUE arae eae vy _« one et oe al oe ee eeMe aeKa ee i. Mess TO Rs a 9ee TCae peBauer eeVio oe PEE IE IN BU a re. Le a Be ae a oe . eee A ae hh a. / ae0Cc 6— oo. - yeCe > Le ee onue oeBaa . fo eeoeeeee || oo Ce a ee Ne 2anne ve A ls apgen i a. Cea we Wee ci Mi a BML ates) eatin, One ee ee Be iea a oy oes 0, On ee Ee od To we. {ae ae el oe Oo (6 oe Ye le dM i oeSES a ye en ee ae ee iO Ne IEaOSE: FAL TOM Dee ES OSeee il rete EE es Jee Lili Be Sie aie2Big Egee Ge: a oiain ae geo myEeaeGINS UeA eee oeGaus ™ genie aeFS? a NOE oea aaReee f feoo‘ lg a aoe i, LLoyaei be. ee Gea Ne ee ee ali eeSU eoae i ke oeI ee ae ft |Ca Seeeeaanare: AWG Soc ae
ee a eo es OG ee oe 8 ee ee ees i Ce ee eg ae eee ee eee eee eee ee ee Ve ang ee Ieee Ieee I CeaGe ee ee eeee eeLo eee ee IMI eee oe iLn ee ee ee |ioIeee aemaee ee ee ee oD — ae ieee Le VT ae. llee oS hr, rCsCsC ee i'Fsts ee eae a, ee ee ee Oe ee aE BM ss i ee aTINIE on Ms, iscSands ae Bek Gee Be aeRRR Tan FAM i 82 2g TES a esacme eee I aaELE SOE MSS ft Ream cc, Was Nea gMLE Ee oe acre eps id EE Nu Misc LN GS REE Ls Sea eee VERRY or eo PETER OE WE 25:ener o.i.ue TEN peeaear, Jee A ae iiaee 2. SES MA ai Pee aa ARES ee Face ian PA || Dg SoAeee RMR ES SSE SsLo eeIPL ee:CORRE eeLoa a es VV ie oo i— oa 7 Th ol ay wee Cage age aaENS “ge Age i2 SeMn oo ie ee Oe EN aag 0eee eeFC a seAaeaA ES Gaia! ba eee eet eg eeGS eePU Pe ee Bmore, seme eae reeee 0H esRr HOME gEa teolarene eae eeSo a. es ae ia oe AE MANE E aree ES NN: ERG ee ee eeeRe ee ee ee ee) ae ee aeees aeUe oper OTE EB DEM Ge OE a Or aae aase ae ON aia GRE ese ae 2eerie eee ee) EE Eo ee GMN E202 REET Ce ee ee .ea Oe ee cn Bees ae ce ee cee Deines te Ae Ee eee eee A ee oeSeana eeSEAN seer age OU geEE ae Re) aan aRa ee CNeS GARE GE OeAlpe PNG RE ig Bai iteeee NCR Gira SS ONSEN ES ONG BTae IG Kee
Cer eea7aes gd ee oo iaa ae L LooOG fo oe eei ae es CU aeeIaaeee ‘ .ug oe ee ee OT Ee aMeaee OO te Bee eee aeees: |oe aeIN ee ifooaoo Le Cc aaff ie 8OOS Ms: CES ee Sas es ee IN IM ss es Co. ee 7ag oe yeae nee We NG eeae eaeo eC 1a, ee ae ae ole OGee RE ig: UNE ie i 8ee SOU Ea a Oe ERS EES eee ee | Us AR Vea ee lai OMNI oe, ee We er ee a ee Ce a ee (OO Ns eee ee ee oo ee 8 Oe fe ee aes RS GENS BS 28 2 ices eae See ae Fe UM ok: ee rare | ree Ras cee ora! tess a aa 77ee (2aae oe oe OI ey OePON ng a,eee Pee eeOO a ae Se tha:| iores Tes eee aa eR eee Ag. ee ee eeeeh. Co ae) Peesal eeae eee a eae Mea Ee nee Oc: PNeee SseS ORME MME SSS ve ape SEPoeee ;: ya ee eee pees ee er | we Pie OME arcee 273ee aaere /— - oeaegp! le/ OE oe ai ae é|oeeegsoe 1s ee ee eee (cea Lf ae |aTe a. ve La eee ae Vas ee eeee |eFr as lee a a. oo :7..ae. oo |og Od aeeOeae aeee eeaeege Ce ee oy eeL ES aUI ge Ne aS Oe,No eeeee eae Me aay | rome 00ee ESS OT TEN SOTe ye8ee ee ee ee oo ls. yy y | Do ee fe Co a ie oe poe eee a LG RR I ig ee oe 4 Sy Sais Bor ee INGE ae ey STR Ceemray pee ae ae NG Larrea: ee eae an
ee ee I a Me au a.Nae Ne ae i SS oe aee a eee Co ee 2eeeeLo ae 7| aaeae ee NG oe TON og ae 8ados ee, eee ee 7 ee ee ee 0tole i 4 oe ee eee oe ae ol eee ee eee Se pn eR eg ee ee Ca ae ee a ea Fe cu ok a ee a a LT 7 ee ae He is seam ae Oe SDE MING ahaeae eee ee ereBe | WIR WeSi A ee eee see ee) Ws co TeLee| oo Se eee 2 Ree, eee SS ys) eea eeAeeea a Eo A Sage | i aNae We ageeaa),pee DO sy
Ps ee oe ale lee co EGG ee SEIN 4 pe a ee Fag ees le MENGE OS mi a af Ne NTR eon eee ree be ere a TUE eek
PMaaeeee cc.) ae poe HEELS SS oo) ee eee AEEye ee aoe oe Lo ig ieeoo. eee” ae a ee . eee ee eee EON es oe Iekoeoe ge ae i8didgal WO Sen a. |Ee eeEeLe ooaeanee PO bone oa| ee eee Og ee IM DOE i UL a ee esTR
SP ae me pe a Oz A Pecao a ne Sees ty %as oy careSe PsYj) Perote ana % shred es = mt ce Me seoten’ setee aaeeoewawrmoyrgs aeot oak eT ee aaa comm CM oea ae eee te Sl. See ee rrrek ae aHE mg ghBe “_Pid: : eine aesBe WE i age cen ee eae a eea ee ame: SIEvil BeScere ornesenpcontnslin SE Sag ae OE nai “ ROSS weBfT tia i ite LEE ie(eager ie aeeeaSee -EE ee A tye: " Ent ttl Reggexsne oe oe ae. Niva scviagaonns iy Hk: istae | Wate IeBRS gheeETCOTS a ache VeBonompisecednches aha Mpg ee“y| I.:alHe ig tt fl om ee orfeerae a }4
4Fipertk gate Ee ae SRR ee SR ae CES aiNeel em |yRIS i )iha*““ge Rett 9ilk | EI we] | _eit, A ”Ke .2 oeBe a ats Pac TaalEee ‘ ic,na Oe: |ae LE aHE vaen tg, gh Dip * aijOE vai Meng i r Fi ieaae ieili |cee aefs eee Sigh enero ptehMy 3Bo iERY era + anaeeeeL a=ta, if onl ae aSigs J iAT fee aaa QSOS iat easealpaniet ok“sice i,7) ns = pg aleae 1 ie eeese? ee GEIS GS. Oadueeeoat Bee Ae PRRoe AL Nepean aRe i] Peron 3h Shall gag, |BE OK, Sg. ay ORE ana
dO lo geo AS rrarcor iuey * fhe ee ys a ea ee RO aa | Fe Pe oo ee as ae en Manuscript Ldei nk a) Gn Uke 4) Sa) a ee oe LL . i ee ss a CO Gas coc ig ot ee ee Bla Pe CPCIUARS, (GE WE nhUuscri p "Fg ee oe ae a a i a! a ee eae oe po 4 &cape east oe LAoe OEoeeis Ne SOG 4 ee a. De EHO OONRNU RL Gi agitbs LoOc: ne Ls ie:Ce ee say BU ae tec aiPo aaeae, UES rN ah anae ee Le NE OPN eee cag ,7:: pe :ra|adob Tpteameihs ese ee Lo Loe ge We 8a)eeNie 6SHES, Oe A|of aan: | r#ywoHe yBe iae iNaw i1s ‘oo aae es) aMaEe gl aEN ge an ee oe ee iNe |OEee IeeacoWee) RO icase Na ALlSac ah a8AN tePe Ey OO Gs aOO sce lg aOR ee aMBE aRoe ee ean et, Bc Ras gwalt ee eeies aa oe oe aGR ee iee aescami aed Fee Ns aE SUE IONS: ee GE a et ise ee PM Gag eetTE ee Aiea aes Siee NAEP eee Bra ease ees i), SA ah 8USoo anLe SNNe ARES apa Bee ror cea Lees eee CT os CA ate on Sea aee et A Lea ee i le ON Te et Me ee eas) ON EG TG i : NG IN RS SS Yai NN ue a Ce 6 iO Ee | sy Ma NG a A USAGI ates 1g se i) TH 25 aaa ‘oy Oe eas Pe eee ee ce aa gs eS Te Loree end ae es eT eehei,os Sa aaNSe aissee, eeBa cease aae DO Pe ling He ee es u iMG Le ae eeaeoe oe Maisay A I OE Me: NGee Se || COO |e iLe Orn Gk Gaearek Ue ca eintiGne ee. ge oeaale aag a al os \ee coe oe aoe Nein ghee Ce ee Pa eee Eee, |) , ee eeoo ND igci i EO MM I eeoo eC) al. Saati s SeaMCeee RY RR ee «SO suis He Fey: oa me da hy 8 | oa aA eee ea 5 be a Mihi EM aise OO ean Mace CG a ric MI Tae egies Zee ey SORES
b | o| | ,| ,| /. »eon of. We ats | aasieee eee a Ne ag 7! | a y lal esce 'ee :aeaEN a sR esaS ee Fe oeFe as aCe ee CT Re ES oo eeGA 7 aeee aaoe ee Ca
ee ee a oe ee — weet eo ee ee aw i ee ee ee !Pan : | ee ee sh ed ‘ ey ce pa ae Se ee oe Dy a ee A ne a Ce ee a ee aBe FF ia oeCe NG Oe |e eeie Ty eeeeae i eK ee eee ierCO aee Oe Ce ee oo atk |aaliianel oe,oo oe WY ON Ee 2aa
7: Pe| iocr a“ aMO oe. aI |TNaee oe aeeae oeNs ee as a,se Ce Yee _Sioan *aTU oS nae aLe OL A te2 Viiis aLAs eeeDToe aROSE eee 1nee | ae ee eSea A) eS ieCa Sah alinOP a aLE a I Bee eeeasi ||.eee eT ee UNE ONOny ESINT pelt?ae Pune Oe ee Gg Papen aces Wee Seen are: ||| Cee ee ice CME ogee pe RUIN GAM aa See ae NNT TS Sa aera eer ae GE smart
, fh eeMUM ee ee5eT UA aeeas cy ee ig ara ASCE ne MIE ST FT tee fA aahe NTT eed Vee aa Be A cla ay NA AeAeaciter ONEbert a eo) Ve
|Pere iasoaeee oe Ne Oe neeSRe aaa ie aUeaiBRS ait Ue eater ae oo esee a eaeR SP HHUM Sinise iP eeea a eee SPAR, Spas PeNR See eS (IG nee aea aH ha Ne RSC AHEM M aig Reinhart cme a ie ARS OE ees cP | a) one, Nn Fea oy CO eae eae nee iue SEG aN 2oeHEiGMMS Sa ie Si es, Neier eanRi eae TA i eesDie cee BUa ee aDe NSee aot Me eee amo ata)een Ce ane TGitl MHC AIMS eRrent iS eee OE ee as aecna RSee 8 DRG I be EA ASE OES a Sk ALeter a IS ce SE ae Se SSOi Nlaaise MU MN AGS AHA VS Rea nee oer LateSeas. Eee
Lo) f ca ee er a ee _— ek ee ee ee ee es 7 ee a ee i ee le ee a. Us oa oe
ea a oo doo .ee ee a ieCe eeeen aa ee OE OSail SM AGS OSI ey ao aanLC co aek ee a eCot fe LT a.oe ae iEOee Ns eeee ee aI UE :eeiaa5 aue ys ee a can Nee caeTA CM 2ye I aNmn NRT IN ae payBE ah a1,OS a UN el Le a aie a BU Sa ge ce a.Ree Ce Oeee | a Fee MSs oe eo Cee Kaya I ae OL a Ny po oe Ee aei ae can
ae aA Ona Iaes gl een AAT laa awee ea CC an ee Lad eeaeMN ak ae Ce Pee Le aeCTae CA eIay alae iOR ae re ar” 2Ts aIne oa ieaa—oe _aeeate CNG eae Jefor ig Ua icapoo. GN ERSalI aTnite Bn yc ee ENinIN UT ics ai Ae ce Lo) Sue GG aaMig 2, on ae ROUEN UTEI ins eeMG eR Se NEee sae NE IOUS
ee EO a a mea :2Leee iy fo eeeGm ee a So. Oe| i:ne . Soee, Oy oe oe ee ON a a actin a, UGS a ee oei ks LC a aa a os by eecsERA Sao er, a. NNO Merr: Le iSe eeDap leeT a :oo as
aIOf 4 aPe i is,fo aa 3 NOC oe es Ce ae i,UU 7 ee cc ai .EE : iieidfe 2a ea ee Pee ly aay ee / ae cs a oe ie ee a ae ies 2 a a ae Fedo ae ef a Oras Ka i Fi ana Oe ae eee Se ce SS at a oo Oe OO on eeaPlc Re we a ee eoLe oe aee oe a| i1Bh ae So Ne soni Os eeiy aeAee aGe ee eS a; ieo dee nae ae Pe a TS eet eaoe ee icy eo ee aon So Ce ee ee Saige ON 5 ea — oe ae ae oe ae ee or oe Lo - aeieela. A oe a ee aee eea uO a ae ae ee gee esPy Nese ne oe nee ee =2 i". 8a UA oea, i Lo ee2aa.Rela Ba) meer ee Mi SO she Pn te ate Ge Maayan) os Ee. SN Oe TINGS a a ceaaae ceceeemeest IE IIASA 1 ON Be
Bot Te ) en TNSa ai Ba el cee BaI Resse aaeee,One A ee ON Ge ogRU! sa eeee en 5G Sa MTA Pee meme ne) | Oat OTT nip ae | Ny genes A,eR Aeae oeOa Seeat Samael rf iyok, “aoeoo Ce ae sgh ACH ee Seg re a
ge a OA ig CN ua UN nae Mo hes Is as Mee DEI Cai HAO fat as
ue ah Sa sR ea coma canis Oe vo es i ay eo NN)9UARee OMT Aaen Cia ane SS Uh aaa FAMERS ier Kiba its Pe he | eae esTTT. LTA a aeal Met a aaet aaie; eeee Og ae amen ii,aaySe eeee eeee
gi eG, ae Oa) TT Mei aT BGA GNAMEN Nia StUMimasai, eet CO Ne teoscommlin Bans ee ec . cyBea oo foaeooCe OhMI een Iee. nl, Fe eau ee EUaada ate lac: selina cc ogloe Se CCRC ee ee
eB OT ae ee BIT oi Ry ul age OG a IN / Oe aR nn MONO se Msi citieh UI NET RR aS es eg Me iea ar ATM oe eee DRaa CieNE i aeME Se EEE. aE Ge Gu aaa aeoeas BO eeyan ae ee prrecretire esaOe GseeaAUS EchoIIeCN SUNDI t) coe cats Oeeece ooRioesgake IN Ss
aae‘iO oeON ope, ee ea ee ieT ll a, aDy mi Oy Luss nNfe aN: Ce NONI ate CTE I McRee ea ee ake eepee ulOeom lie & CO »oe eoMAN aeiIeFe aLadle. SE NNN isMirae a a|tO ie cc ee ee aie ee Ta Uke ee Cae es es
PU IONE ce IO ME Rice nel CR SOE sinbs aeaoninee rr ee a a
LL Se 2& ee ——S Se2. eell, 1
oe Le,a oe peeeeSs JASE SeePEEP ESS SESE ee EAE oesSPSS MOEgEGRE Can Ras seein Derr arureees SOROS cig ydeeePoWiese TT ae oe ue SEPeat a On PAC yah Ra Pres 2EPeEnSS ce ee Hees el: viel: CEES Ee SUES connt: feeaePera et ee Pere EVIL adt's VERE 8 pac) SaPASSA IN oils ysOEE Ry Soe ideORDERS ov Qigua dE (POSE SLESS caeB28 yas HEV NE
ES ES ies Cee ee USSG ne Le ae SEO Se WEA EE Ace nd JOE LSS UE Re Ee A ELT De pak ee ean eee eke core eee e ee es ee Oe
a . ee ee ES Speeeee ie SE a PERLE AM EEE DEES Bape eece: OUEST TEP os Sern ea MCE eso LEN en as oe = oA Ey lige ERE ALATEST PEELS IS PE el He Seg aeADE ee ee CE SSE Ea Per eeentOehens aise ereEES EDR odescenes HEEeee oSeee SEeea Perper yee GP A wee ALAA URE US EUIg pitas ears teat ESE SEPORE agg EOS parece eene ees OE EEE eg ee eee a Se eer SE SE SEAR AUS Ee eee aOaeee ees eee eee eeena 7ute ee HEE Sr eee BAOMLS RP RE oe BASS ROR ee gee DAES Pare ONE SAG in i ere ap Me | ge PUPS SERIE 88 OSS eer), ae oa ee ere eae ene ee eee ee ee ee eee SESE Ie Ioo ee eee ee SS Ug tas ea SOE RE Eee EE hag ee rE CIES eg Iie WA PESR SEE Reg A J wis Paps ar cp tee RDS SPE SU OE PE See ie nb FR AOR SECS CESSES es Re Gene h shied pagrditals oe [ ee ee‘se 2 :fe | Ceas ee CAE Ee ee eeeee eee Epes EA ae ee eee eee oeBe es eeeee eee ELSE oa Dele SISAL AS Sn oes AIRES E ORS EEE eb pop Ee ifeee EEE es cine SRR ERE ee re Oe oe eee pion ¢ reeenee eee TP ee Be egg ee ee Ee EE HSS SENSES See ere Raper rate renee AEDES oe Ha RN 8 ee eee Mapp 4 a oe LE dee eens aes SUS SESS SP renee eames aes Sea RTaR Soa Oe SSG SS Sets SPEEA Set enema 2 5 ge iit AeeRREeS 2, See SO Er iS ES ea BLADE DAUR i eee eee Bb ge Paes ery ony HE ESS s hs DE Rein RSRSIRE ersten mth CN a ss sesgascheaoion Bee e ieeiee Ceara SR SUIS tee ae ey (eS aver ace eereaseeEe pecne EET TR AE SESE LIne Sti ke or pana aE
re ote eer Rea UU es ee ee ee eee Se ee ee ey ms .
eee eeag Lsioanccaipntens cl, sinceIRE IAEA Nn ne Tne, amon nal {errr Ea cena Se ee ieASen _Eese onesie y, a.byaoss asuSleercucgeoth Oe rncgemtneianrneenef AT Tea.eea rere Sae ee Oat eae. Soeiad gs Sn) LM SCAN IG SING Wun GS eeSe ca ee oa:ona aeeee eee. eepenee ee ALeen OEnrOSI Ee ee aaariaaipenne Onod lotr hs iales ba a OK, Miioodrewe nan sitUNTN eae‘ See ER ea Poeeteceeneernrre 0 io. | lhlrrrCisssCi‘