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Fintan O'Toole states: "Plays survive not by being carefully preserved, not by being exhibited from time to time in theatrical museums, but by being tried and tested, taken apart and reassembled" (Game Without End).One of the great misconceptions and critiques of Samuel Beckett is of his presumed unrelenting control over his works. Artists, hoping to creatively collaborate with Beckett as they move his texts to performance, feel limited by his strict enforcement of that which he has written in his texts. Traditional relationships and functions allow directors to interpret an author's text. Not so with Beckett. Beckett demands that directors follow his authorial intentions as stated by his 'direct expression,' the indissoluble link between form (the text's physical nature) and content (the ideas expressed) within his texts. Beckett's control of his 'direct expression' is not a method of forcing meanings and interpretations upon his collaborators and his audience members. Rather, his purpose in protecting his 'direct expression' throughout the production process is to ensure the text's 'lack' of meaning and to preserve its ambiguities in performance. In this thesis I will analyze and argue that by preserving this 'direct expression' in Beckett's texts, the active relationships between author and reader (audience members) will be preserved throughout the production process and ultimately in the performance. Through this relationship, the viewer of the performance has the opportunity to become what Jacques Ranciere refers to as a more "active participant," composing their own poem with elements of the poem before them (Ranciere 13).

The author attempts to analyze and evaluate the educational views, policies and contributions of Adam S. Bennion during his administration as Superintendent of the Church of Jesus Christ of Latter-day Saints' Educational Program.Part of the study is dedicated to an intensive search of historical data to determine Church educational policy and philosophy prior to his administration.His views on many religious and educational topics, taken from his personal, unpublished manuscripts, are quoted at length.An attempt is also made to examine his role as a policy maker and to evaluate his contribution in light of present policy and philosophy in the L.D.S. Department of Education. Bennion's broad experience in public as well as private education prompted his proposals that the church concentrate on religious education, leaving secular education to the public schools.Finally an attempted evaluation is made of his contribution to the field of education subsequent to his assignment as superintendent of Church schools.

Samuel H. Smith lived at a period of time when American society was undergoing great change in its economic, religious, and social institutions. Increased transportation facilities provided new opportunities for the common man. There was increased mobility on the part of Americans and the West offered many new opportunities. A renewed interest in religion and the repudiation of existing Christian institutions were characteristic of that period of time.