THE DEMOCRATIC EDUCATIONAL ADMINISTRATOR FORMS HIS DECISIONMAKING ON FIVE BASIC PREMISES FORMULATED FROM A STUDY OF THE NATURE OF THE DEMOCRATIC SOCIETY--THE SIGNIFICANCE OF THE INDIVIDUAL, THE MEANING OF GROUPS, THE PLACE OF ARGUMENTATION AND PERSUASION, THE ROLE OF POWER AND CONTROL, AND THE ASSUMPTIONS OF DECISIONMAKING. THROUGH A NUMBER OF RELATED INSIGHTS HE TRANSLATES THESE PREMISES INTO PRACTICAL APPLICATIONS OF MEANINGFUL ACTION AND INTERACTION. ONE MAJOR APPLICATION OF THESE CONCEPTS RELATES EDUCATIONAL ADMINISTRATION AS A PROFESSION TO THE PERSON BEING TRAINED FOR THE ADMINISTRATOR ROLE, WITH SPECIAL IMPORT FOR BOTH THE SELECTION AND TRAINING PROCESSES. A SECOND MAJOR APPLICATION RELATES THEM TO THE INTERRELATIONSHIPS OF THE ADMINISTRATOR WITH THE PUBLIC, WITH HIS STAFF PERSONNEL, AND WITH HIS STUDENTS. IN A DEMOCRATIC CONTEXT DEFINED AS A PERSONALIZED APPROACH, SUGGESTIONS ARE MADE FOR IMPROVING TEACHER-PARENT AND TEACHER-PUPIL RELATIONSHIPS. SPECIAL ATTENTION IS GIVEN TO CURRICULUM PLANNING, WITH THE CURRICULUM REGARDED AS A TOOL FOR THE DEVELOPMENT OF MATURITY OF ALL PERSONS INVOLVED IN THE EDUCATIONAL PROCESS. SELF-EVALUATION OF THE EDUCATIONAL ADMINISTRATOR IS EMPHASIZED, WITH SUCCESS MEASURED NOT BY WHAT HAPPENS TO HIM BUT BY THE GROWTH OF ALL THE PEOPLE HE SERVES. THE COMPLETE DOCUMENT, OF WHICH THIS IS PART II, PAGES 199-388, WAS PUBLISHED BY HOUGHTON MIFFLIN COMPANY, 110 TREMONT STREET, BOSTON, MASSACHUSETTS 02107. (JK)