Page images
PDF
EPUB
[blocks in formation]

Recently established in your city, and for the purpose of supplying the freshest, home-made candies of all kinds at the most reasonable prices.

Have You BELL'S KANSAS PORTFOLIO?"

Seen

If not, and you have not arranged for employment during the summer, you should write the publishers at once for full particulars and terms to agents on this very unique and practical work. It tells all about Kansas-its history, government, industries, etc. EX-SENATOR JOHN J. INGALLS says:

"It represents in a novel and attractive form a compendium of history, municipal and political institutions, public men and natural resources of the State." EX-CHIEF JUSTICE ALBERT H. HORTON says:

"It would be greatly beneficial to those attending our public schools if a copy

of the Portfolio were in every school house."

Write at once in order to secure the territory you desire.

W. L. BELL & CO., Kansas City, Mo.

KINDERGARTEN MATERIAL

SCHOOL AIDS and FURNITURE!

"The Paradise of Childhood."

(New Edition, just out.) Contains notes on the Gifts and Occupations, by Milton Bradley, designed to bring the work up to the needs of the Kindergarten of today. It has also a new life of Froebel, by Henry W. Blake. Price, attractive cloth, $2.00. WE SELL a complete line of School Supplies DIRECT

[ocr errors]

Remember, TO SCHOOL BOARDS AND TEACHERS. You pay

no AGENT'S COMMISSIONS when you buy of us.....All Goods Warranted to Give Satisfaction. Catalogue.

Free!

MILTON BRADLEY CO.,
Kansas City, Mo.

H.O. PALEN, Manager.

[blocks in formation]

Is the best and cheapest place for your

THE STAR CLOTHING CO. Spring Cothing, Hat, Shoes, Furnishing Gods.

[merged small][merged small][merged small][ocr errors][merged small]

LUNBECK

Agent for Alfred Peat's FINE WALL PAPERS!

16 West Sixth Avenue.

A New

Dry Goods and Millinery
Store... 605 Commercial Street.

A. O. RORABAUGH & CO.

call the attention of the State Normal people and their friends to their large and new stock of

DRY GOODS,

...MILLINERY, CLOAKS AND NOTIONS...

The favor of a call, inspec

tion of goods and ascertainment of prices will be of mutual advantage to all.

A. O. RORABAUGH & CO.

THE WHITE FRONT.

The Fisk Teachers' Agencies...

4 Ashburton Place, Boston; 70 Fifth Ave.,
New York; 355 Wabash Avenne, Chicago;
25 King Street, West, Toronto; 1242 Twelfth
Street, Washington, D. C.; 525 Stimson
Block, Los Angeles; 414 Century Building,
Minneapolis; 107 Keith & Perry Building,
Kansas City, Mo., 730 Cooper Building,
Denver. Agency Manual Free.

EVERETT O. FISK & CO.

Spring Clothing, Hats, Shoes, Furnishing Goods. Teachers Schools

[blocks in formation]

...501 Commercial Street...

STAPLE GROCERIES

......A Large and Complete Stock Always on Hand......

[blocks in formation]

FARMS and Pasture Lands, or both combined. A large list of Choice Vacant Lots and Dwelling Houses
for Sale. One two-story brick hotel, well located in a good city, and doing a first-class business. Will
exchange for farm property or sell on easy terms. A $4,300.00 stock of merchandise to ex-
change for farm or city property. Goods are new. One flour and feed mill-water power-roller process, to
exchange for farm land. Good, active livery business, making money. Will exchange for farm or city
property. Several farms and city properties with encumbrance to exchange for smaller places.
This is an excellent opportunity for some one to make a good thing.
H. L. DWELLE, 610 Commercial Street.

Od Line Life Insurance in the PHOENIX of Hartford.

Denver, Colo.

State Normal Monthly.

VOL. IX.

EMPORIA, KANSAS, APRIL, 1897.

PATRIOTS' DAY: 1775-APRIL 19-:897.

"Why do they call it Patriots' day?

And why are the flags unfurled?

And what was the shot, dear grandpa, pray,
That was heard around the world?

And won't you tell us about it, please?"
Together the children say;

Then the old man takes them on on his knee
To tell them of Patriots' day.

And a new light gleams in th' old man's eyes, As he strokes each flaxen head;

But moments pass e'er he replies,

For his thoughts are of the dead;
Of years gone by, and the old home place,
Where often he paused in play
To watch intently his grandsire's face
As he told of Patriots' day.

To the list'ning children on his knee
Th' story of freedom is told,

How the farmers made the redcoats flee
On that April day of old;

While from the canvas upon the wall,
Lit up by the sunset ray,

A soldier's face smiles down on all,

And hallows Patriots' day.

Intent the children listen to hear

How the lamp in the belfry glowed,
And how through the darkness Paul Revere
With his warning message rode;
How the minute-men in the early dawn
Stood firm in the foemen's way;

How the grass was red in th' morning sun
On that first Patriots' day.

And the children's eyes burn brighter still
As they hear of Concord town,
And the men who came by vale and hill,
In companies marching down;
And the long retreat of the grenadiers,
Victors in many a fray,

But who could not face the volunteers
At Concord, on Patriots' day.

How the lanes were red with farmers' blood,
How faster the patriots came

Across the valley and through the wood,
With the sense of wrong aflame,

Nor paused till the spires of Boston rose

Above the smoke of the fray,

How Freedom's Star shone bright at the close
Of that glorious Patriots' day.

"My children, the Star that rose that day
O'er the fields of Lexington
Illumines our land with welcome ray
As bright as the noontide sun.

God grant," he said, "that its beams may be
Upon our country for aye;

And may our land forever be free,
Is our pray'r on Patriots' day."

-D. A. ELLSWORTH, in Chicago Tribune.

"IT will be thirty years next September since Louis Agassiz was elected professor in Harvard university. The museum he founded in 1859 has developed into an establishment which has cost for its building, equipments and collections more than a million dollars and possesses also an endowment of $600,000. All education in the United States and all American science are under the deepest obligations to Agassiz."-President Eliot.

No. 7

The Treatment of Defective Children Who Enter the Public Schools.

[Paper read before the Kansas Society for Child-Study at its holiday meet. ing at Topeka, by Principal O. P. M. McClintock, Topeka, Kansas.]

In an unguarded moment I consented to prepare a paper for the Kansas Society of Child-Study on the subject, "The Treatment of Defective Children in the Topeka Public Schools." Knowing full well that in this capital city we have the most highly civilized and intelligent community on the face of the earth, and consequently the minimum number of defective children enrolled in the public schools, in proportion to the school population, it was deemed by me an easy task to handle such a subject. But when, on the printed program, I read as the subject set down for me, "The Treatment of Defective Children Who Enter the Public Schools," I was somewhat dismayed by the increased scope given to the subject since it had been submitted to me. I at once recalled the remark of the good old Quaker woman who said to her friend, "I think everyone in the world is queer except thee and me, and I think thee art a little queer."

I went to work at my task with the feeling that, if I failed to produce anything which would be of benefit to you, I myself would be the gainer by directing my thoughts on this particular subject. For it is an undisputed fact that the teacher should be and must be interested in anything that affects the child's activity, his growth, health, and ability to work; and such child-study must include every investigation or observation of children that has any relation whatever to education. If the teacher is thoughtfully studying his pupils, he cannot help knowing that the number of defective children who need his help is large. Indeed, if one, who is the least inclined to pessimism, goes into a school room, and makes a careful study of the situation, he is apt to agree with the old Quaker woman afore mentioned.

In the average school room there are to be found children who are defective in sight, hearing, or mental capacity. Others are deficient in the power of attention, imagination, and quick perception. Others lack some bodily development or self-control, or will power. Some are nervous, timid and shy. Others are bold and depraved in nature. How to deal with these various defects in a room of fifty or more children is certainly a perplexing question. Educational practice is not yet sufficiently advanced to furnish special instruction to the individual child according to its needs. Until the coming of that welcome day the average teacher must make provision for many children that would thrive far better in other surroundings. Special schools are provided by the state for the totally blind, the completely deaf, the helplessly feeble-minded, and the incorrigibly bad. In some few cities, such as Brooklyn and New York, schools for truants and dull children have been established. In a few cities a special high school for females and another for males have been organized. In all of these schools only children extremely deficient are admitted. However, we seldom find an extreme case of any particular defect, without also finding examples of the same defect in a lesser degree. For the sake of themselves and of the other pupils, many children who are now in the public schools would be better off if placed in separate special schools.

At Providence, Rhode Island, there are such special schools

for defective children. Of these special schools a person well acquainted with them says: "They were organized in the city of Providence during 1893-94. They were organized as annexes to grammar schools, but were opened in detached buildings. A number of the pupils admitted to these schools belonged to a class who were unable, for different causes, to attend other schools with regularity. Another class in attendance are those who, from lack of self-control, failed to do well or make rapid advancement in their work, and are consequently a disturbing element in the regular schools. One special school is organized for a class of pupils who, while they appeal to our sympathy and compassion, yet work a greater injury to the schools than the gain of good in themselves. These unfortunate pupils require instruction in small groups, and need to be under the constant oversight of a teacher whose training and influence is especially adapted for this work. The number of pupils to a teacher in these special schools is limited to twenty or twenty-five. As the aim of the school is the upbuilding of character, the discipline is corrective and not punitive. The teachers are allowed to employ corporal punishment, if in their judgment they deem it useful in any particular case. At the same time they are instructed and are expected to avoid corporal punishment if it arouses anything approaching violent antagonism. Each child as he enters this school is made an object of most careful study. His physical, mental, and moral attainments, as well as his least defects, are noted and a written record of them is made. These special schools are highly useful in bringing relief to the already over-crowded regular schools, by freeing them from disturbing influences and relieving the regular teacher from the severe strain of discipline, which such defective children always cause. The regular teacher is thus enabled to devote herself more fully to the ordinary and more responsive and intelligent pupil. It will be readily seen that the essentials for success of such special schools are: (1). A limited number of pupils in each room; (2) good quarters away from the regular school; (3) special methods of discipline; (4) systematic and faithful child-study; and (5) sympathetic, energetic, patient and skillful teachers."

It will not be possible, for many years to come, to establish in every city such special schools as those at Providence. Meantime the teacher will have to deal with these problems as best he may. In taking up these problems we must first understand that defective children are to be found in every school room. If, by any possibility, we fail to discover them, we ourselves are most surely defective. If, after recognizing their presence, we do nothing to better their condition, we certainly are assuming very grave moral responsibilities. Fortunately, it is not often that the teacher has to do with the grosser kinds of deformity. In most cases these have such marked mental accompaniments as to unfit the child for doing the most ordinary school work. Any slight peculiarities of body should be carefully noted and the child closely observed for any sign indicating mental weakness. Often there is an arrested development of the body. One writer says, "We have here to remember that the body undergoes enormous changes in form and structure before birth, and alters, chiefly in size and finer structure after birth. Now, if the fundamental prenatal operations are interrupted, they often fail ever after to go further forward, and there result such common defects as cleft-palate, hare-lip, and certain marks under the ears or on the throat, the failure of some of the branchial clefts to close properly. Usually small heads may be also classed here, though they are just as likely to be merely instances of arrested growth. In either case the result is the same-a general weakness of intellect, often accompanied by considerable ability in one field, frequently in music, sometimes in manual dexterity, and often in society." One noticeable defect in children is what seems

to be an arrested development of mind. Many children at an early age appear bright and active and quick to learn. When they reach a certain stage, they apparently come to a standstill, and further progress is unmarked. To successfully meet such cases as these, the teacher should understand the principles of mental development and their application to mind growth. These pupils should be dealt with prudently and patiently. The child should be saved from the impossible and only be asked to do what is possible for him to do. Great pains should be taken that he never become discouraged. It is seldom that we have to deal with idiots or imbeciles. Only in rare cases is it that one is found in the public schools. However, many only a few degrees higher enter but fail to get on and soon drop out. A somewhat higher class is well represented in the public school. They are usually designated as weak scholars. From the idiots, imbeciles, and feeble minded, and even from the brightest, they differ only in degree. A painstaking and conscientious teacher will see that such pupils are not crowded in their work, but are dealt with liberally and kindly. Private instruction and encouragement of the pupil, and frequent consultation with the parents, will be productive of much good.

The dull pupil is a never failing source of interest. Like the poor, we always have him with us. He has latent mental capacity, which, when the proper springs are touched, responds nobly and admirably. When once started in the line of progress, he advances slowly, but surely. How to get him once started is always the problem. He should be dealt with in all patience. He needs more encouragement. The teacher should urge the parents to furnish more manual work as complex in nature as the pupil can manage. One writer recommends that less weight be put on the solid subjects, and more stress laid upon drawing, music, penmanship, and bookkeeping. The experimental sciences should be used when laboratories are available. Field botany especially furnishes good sense training. These children should have a greater variety of work and less work in things they cannot obtain personal experience of. Abstract subjects, like mathematics and technical grammar, are but means of barbaric punishment to children of this class. Very prevalent physical defects in children are poor eye-sight and hearing. These are more common than are generally supposed. Many a pupil on the back seat has been given credit for being dull, listless and inattentive, when in reality he was only hard of hearing. A change from a back to a front seat is the only remedy in addition to the teacher's taking extraordinary pains to become proficient in good articulation and the habits of distinct speech. Teachers should keep in view the fact that, according to good authority, in every class of fifty children, there are probably a dozen or more of them who have some defect in hearing. Proper tests ought to be made and, if defective hearing is found, information of the facts should be sent to the parents. The pupil's position should be so changed as to minimize the bad effects of poor hearing. Tests should likewise be made for the eye-sight, and similar changes arranged. Various psychologists and writers on child-study explain the tests to be used for the different defects. It is no doubt your observation, as well as mine, that many children are defective in the power of memory. How often do we hear "I did know, but I have forgotten." Many pupils acquit themselves well in their daily work, but, after the lapse of a day or two when, in a written or oral test, they are required to reproduce their knowledge, they utterly fail. Their memory is either naturally weak, or has not been properly trained. In either case it is incumbent upon the teacher to make suitable effort to develop and strengthen the memory. The number of associated percepts must be increased, if memory is to be strengthened and rendered more effective. In

[ocr errors]

STATE NORMAL MONTHLY.

order to have a good memory one must form many and diverse associations, with every object he perceives, each of which he may use as a clue in his later search for the object in thought. The teacher fails in his duty if he does not furnish these various associated percepts.

There has been much comment on the fact that many children, after spending years in the public schools, and pursuing a diversified course of study, leave school, possessing a comparatively small amount of real knowledge and less ability for acquiring it in the future. Various reasons have been assigned for this condition of affairs, and the most savage attacks have been made upon our public school system. I think that Miss Aiken, in her little book on "Mind Training," has proclaimed the real source of the trouble. It is because the great majority of children are defective in the power of giving voluntary attention. Teachers, in their efforts to impart knowledge, proceed as if education were a pouring-in process, and nothing is done to cultivate or develop in the child the power of voluntary attention. The ability to concentrate the attention is of the highest value to any individual. Without it a person is incapable of mental growth. A great educator has said: "The power of attention constitutes a striking difference between the trained and the untrained intellect." Bishop Vincent has said that the person who, on leaving the school, possesses the ability to concentrate voluntarily his attention on any subject for thirty or forty minutes, has the world at his command. The lack of power to give voluntary attention should be treated as a defect, to remedy which should call forth from the teacher her most earnest and energetic efforts. How to do this Miss Aiken has explained, in a very simple and practical manner, in the little book I have mentioned. A series of graded exercises for daily drills in quick perception have been prepared. These are to be written on a swinging blackboard, so that they may be presented to the view of the pupil for a brief time, and then turned away. The pupil is required to reproduce the words, numbers, sums, geometrical figures, or whatever may have been placed on the board. The number of objects placed before him is constantly changed and increased. The pupil's curiosity, interest and ambition are aroused, and without these voluntary attention is impossible. When you have cultivated the power of attention, you have strengthened the power of the memory. Attention is the basis of the memory,-one writer even puts it, "attention is memory."

Such are some of the defects of children who enter our public schools. While the treatment in general may be the same, yet each case should be made the object of special study and treatment. The teacher and parents should consult frequently and advise together. No greater mistake can be made than for the teacher to ignore the parent, or the parent the teacher. The teacher cannot say to a parent, "I have no need of thee," nor the parent to the teacher, "I have no need of thee," for between them stands a little child asking for guidance along the paths they have come.

Rose Freeman is teaching near Junction City.

Miss May Chadwick, now Mrs. Huling, is making her home in Topeka, Kansas.

We regret that Maggie Makim was called home recently on account of the dangerous sickness of her mother.

We have just received the annual commencement announcement for the Kansas City Medical College, with the compliments of Charles F. Courtney, '94, and also the announcement of the commencement exercises of the University Medical College of Kansas City, Missouri, with the compliments of W. H. Harrison, '83. We regret to lose both of these brothers from

the school room but wish them abundant success in the honorable calling which they are now following.

ΙΟΙ

Child-Study from a Physical Point of View. [Read before the Montana State Teachers' Association, December 30, 1896, by Superintendent J. E. Klock, of Helena.]

Child-study has occupied an important position in the science of pedagogy for more than two thousand years. The study of the child as a science, however, had its origin in this country in 1879. Child-study, although in its infancy, has already done much towards righting the wrongs which have been perpetrated upon poor, defenseless children by primitive and unscientific methods of instruction.

This science, the newest of educational movements, has been so generally received with favor, that departments for experimental psychology and child-study have been added to the curriculums in many of our institutions for higher education.

Recognizing the fact that the course of study for the common schools must ultimately be based upon conditions which may be revealed through a careful study of child nature, a national society was formed in Chicago in 1893, with Dr. G. Stanley Hall as its president. The following summer a department for child-study was organized by the National Educational Association. This department was also placed under the leadership of Dr. Hall. The earnest efforts which have been put forth by the leading educators of this country, to provide better facilities for the education of the young, began with the kindergarten, grew to manual training, and finally it has culminated in the establishment of national societies for systematic child-study.

Although this movement is of such recent origin, very much has been accomplished, owing to the fact that the best talent of the continent, under the wise leadership of Dr. G. Stanley Hall, has been earnestly devoted to the cause. Practical works have been written upon experimental psychology by Scripture, Krohn, and Halleck. Child-study magazines have been published by Dr. Hall, Earl Barnes, the Werner Publishing Company, and others.

Enough has been done to settle beyond the question of controversy, the fact that "no development is possible without the functionating of the nervous system." In fact, we have recently been led to believe that "muscles are organs of thought." The physical side of child-study, when regarded from this point of view, becomes at once a practical element in all educational work. Very many lines for investigation are embraced in the study of the child from the physical point of view. In the brief time allotted for this exercise, I shall attempt to cover but a portion of the field. Many of the most interesting topics are therefore omitted, among which may be mentioned muscular sense, reaction time, fatigue in voluntary movement, and the usual three physical measurements for determining the nascent period for the development of the different parts of the body.

It may be pertinent to add that I claim for my investigations no special credit for originality. Material has been gathered from every source attainable. The arrangement, however, is my own. Acting upon the statement made by Locke, that "the mind can form unto itself no one simple idea, for the material for all thought must be gained from without," I have thought best to confine my observations to tests submitted to 1500 pupils in the Helena public schools, for the purpose of ascertaining the condition of the various avenues through which the material for thought is obtained.

A few brief extracts from the oral explanations as they were given by the aid of large charts which had been prepared for this purpose, are herewith attached for the purpose of illustration:

(1) Cards published by F. A. Hardy & Co., wholesale opticians of Chicago, were used for making the eye tests.

(2) Ear tests were made from the teacher's voice as well as by the use of the watch.

(3) Tests for color blindness were made by means of a large chart upon which were placed different shades of colors. Each color upon the large chart was numbered and pupils were required to match different colors as they were displayed from a hand card, by copying the numbers from the large chart corresponding to the color exhibited.

(4) Pictures of twenty different objects were placed upon a chart for the purpose of testing the child's ability to observe a number of objects within a stated time.

(5) In like manner twenty letters were placed upon a chart for the purpose of testing the child's ability to observe a group of letters within a stated time. following results

GRADE.

were

obtained:

From these tests the

[merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][ocr errors][ocr errors][merged small]

First.. Second Third Fourth

275 77

9

5.1 5

37

18

186 57 197

5

4.8

47

26

66

44

7.5 55 55

35

87

170 107

7.3

6.9

33

[blocks in formation]
[blocks in formation]
[blocks in formation]
[blocks in formation]

53

[blocks in formation]

Seventh 121 72

66

(1) For the purpose of testing the relative strength of the ear and eye in gaining information, charts upon which the following words-dog, can, elk, rat, milk, seem, came, boy, sat, had been previously written were displayed for five seconds; after which pupils were required to name or write all the words remembered.

(2) A similar test was made with numbers, the chart containing the figures 7, 2, 5, 1, 8, 3, 6, 4, was displayed for the same length of time, after which a summary was made with the same requirements as explained in (1).

(3) Nine words and nine numbers were pronounced in succession, after which pupils were required to reproduce as many as were remembered. In each case where the time element was introduced, the metronome was used to mark the time.

It will be seen from the above explanation that eighteen eye tests and eighteen ear tests were given for the purpose of determining the relative strength of ear and eye in gaining impressions, with the following results:

[merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][subsumed][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors]

predominate in the sanguine, bilious, phlegmatic, melancholic, and harmonious temperaments.

As a recapitulation of the most important points gained from the tests submitted in the Helena schools, the following are mentioned without additional comment: (1) In cases where children have attended school regularly from eight to twelve years and are from six months to two years behind in their grades, the loss of time is almost invariably found to be due to defective eyesight or hearing. In many cases both hearing and sight are defective. (2) In a majority of cases where pupils have been regarded by their teachers as being below the average in mental ability, our tests have revealed the fact that such children were suffering from defective eyes and ears. In further illustration of this point I have thought best to append the following statement submitted by a fourth grade teacher of another city where these tests were made. She states: "In my fourth grade class of forty-five pupils, eight were considered to be below the average in mental ability. Your tests have shown each of these children to be deaf." In less than a week after this discovery was made, special attention having been given to these pupils, she reported that she had succeeded in arousing them to such a degree that she then considered them quite up to the average in mental ability. Had this defect in hearing been known from the beginning of their school life, these pupils would without doubt have lost no time, but would have been promoted with other children of their age who had no such difficulty to overcome. (3) Children may have defective hearing so far as the ticking of a watch is concerned, and still be very susceptible to the tones of the human voice; or, deaf to the tones of the human voice and still be especially sensitive to musical tones. (4) Pupils having defective eyes or hearing are as a rule very sensitive upon the subject, and frequently they assume an indifference which is interpreted by the teacher as a display of insolence.

Every practical teacher has observed that there are defects of hearing other than actual deafness. "That thoughtless, inexperienced teachers have observed that something is lacking in some children, is made evident by cruel remarks like the following: 'Where are your ears?' 'You must hear with your elbows,' etc."

In the belief that this inability to hear does not come from deafness or inattention, Dr. Hall caused the words fan, log, long, pen, dog, pod, land, few, and cat to be pronounced in a distinct tone of voice to 259 boys in the Boston schools. Notwithstanding the fact that the ages of these boys ranged from twelve to twenty years, eighty of the number failed to spell all of the words correctly. As a result of a similar test given to eight hundred seventy-nine pupils from the third to the eighth grade inclusive, in the Helena schools, mistakes were made by three hundred forty-eight different pupils. One hundred fiftyfive pupils misspelled the word pod; seventy-nine the word few; seventy-six, pen; seventy-one, log; fifty, long; thirty-nine, dog; twenty-eight, fan; twenty-four, land; and nine the word cat. These experiments show thirty and eight-tenths per cent. of the Boston boys to be tone deaf upon some of the vowel sounds; and practically the same per cent. of the children tested in the Helena schools were found to have a similar defect. In the Boston test, to prove that the inability to understand was not the result of deafness, a test was made which resulted in finding but two cases of deafness out of the two hundred fifty-nine boys tested.

A test for ear and eye mindedness was also given to each child in the entire system of the Helena schools; that is, from the primary to the high school. Each child was given eighteen tests in hearing, and eighteen tests in seeing, upon both numbers and words, making thirty-six tests to the pupil. The inference from this report seems to indicate that we are mak

« PreviousContinue »