The Torchlight (published by the Alpha Lambda Chapter of Kappa Phi Kappa), Volume 3, Number 1


Material Information

The Torchlight (published by the Alpha Lambda Chapter of Kappa Phi Kappa), Volume 3, Number 1
Series Title:
The Torchlight (published by the Alpha Lambda Chapter of Kappa Phi Kappa)
Physical Description:
Kappa Phi Kappa
Publication Date:
Physical Location:
Box: 1
Folder: University Archives Small Collections - Kappa Phi Kappa


Spatial Coverage:
North America -- United States of America -- Florida -- Alachua -- Gainesville

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Source Institution:
University of Florida
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All applicable rights reserved by the source institution and holding location.
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sobekcm - AA00003163_00005
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Full Text


This issue of the Torchlight is dedicated to one who has
made our fraternity a true brotherhood* By his activities he has done
much to bind us together. Under his direction, the chapter house has
become more than merely a house; it has assumed all the meanings of
home for most of us.' One among many things which he has done to make it
so has been the institution of meal service. And, not merely concerned
with the present welfare of the members, he is taking measures to
insure the continued efficient management of house affairs after he
has graduated.

But his influence is not confined to the house alone.
He is serving as corresponding secretary of Alpha Lambda Chapter and
has kept us in close contact with the national chapter and with our
alumni. Through his reporting of our activities to newspapers, he
has added much to the reputation and prestige of Kappa Phi Kappa.

He is interested in all phases of education and has
taken an active part in furthering its cause. He is an active
member of Kappa Delta Pi, and is now serving as chairman of the
program committee of Peabody Club, In the past he has served as
secretary of that organization.

Be is vitally interested in modern languages and has
done considerable research work in that field. 'Vc offer his article,
willingly written upon assignment, as an example of his work.

It is therefore with the hope of expressing our
gratitude to him and with the desire of wishing him all future suc-
cess that we dedicate this issue of the Torchlight to Victor Grandoff,
who, to use a trite phrase, has always put service before self.

--- The Staff





Published three times a year during the months of December,
February, and May by the Alpha Lambda chapter of Kappa Phi Kappa, national
professional education fraternity.


Editor-in-chief ..................
Managing Editor .....................,
Business Manager ................,...
Make-up Editor *.,...*...............
Make-up Editor ...,*..................

Edward F. Nolan
Russell E. Miller
George R. Bentley
James B. Hunt
Julian L. Williams


Cover Page ...............................
Dedication ..o..,....*..........e.g......,,
Staff Page ,....,,.........e......,......,,
Editorial .................................
Greetings from President Barker *.........
Alumni on the Campus e....................
General College ............ ,...........
The Teaching of English in the General
College ...o.............
Scholarships ..............................
Alumni Banquet
'The Direct Reading Method of Teaching
Modern Foreign Languages .**........

Edward F. Nolan
The Staff

The Editor
Walter E. Barker
The Staff
The Staff

Dr. J6 Hooper Wise
Boze H. Kitchens
Russell E. Miller

Victor C. Grandoff

Chapter Library ............................Patterson B. Land





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A fraternity is a brotherhood, and such a relationship
implies cooperation among the individual members of that association.
The members of Alpha Lambda Chapter of Kappa Phi Kappa have taken many
steps in the direction of that ideal condition, ---but--enviable
goal that it is---it has not yet been reached.

There has been a splendid spirit of fellowship and co-
operation between the faculty members and the undergraduate brothers.
The former have done everything possible for the advancement of our
fraternity. Special thanks should be tendered to Dr. J. Hooper Wiso,
our faculty adviser, whose splendid article on the General College course,
C-3 will do much to increase our understanding of its objectives and
techniques, and to Professor C.A. Robertson, who acted as speaker for
our Homecoming banquet and who in other ways contributed to its success.
In no manner, however, should the other faculty members be forgotten,
for they have all done their part.

Without the cooperation of the entire fraternity, this
publication could never be printed. In the past it was often necessary
for the editor to do much of the article-writing and otherwise grow
gray-haired when assignments were not fulfilled by members to whom
they were made. This year there has been no necessity for such
practice, for every article assigned has been pror-ntly submitted:
thus has cooperation increased in this respect.

Our banquet would have been a failure had not alumni,
faculty members, and undergraduate brothers all worked together to
make it a successful undertaking. Our only regret is that no more alumni
answered our invitations; with their aid, the banquet could easily
have been the most outstanding affair of its kind on the campus.

In October, stamped, self-addressed cards were mailed
to our alumni. To date, only a few of these have been returned. If
our fraternity is to be a true brotherhood, cooperation from all
branches of its membership---alumni, faculty, undergraduates---is
necessary; so we earnestly ask that the cards be mailed, for only
by knowing the correct addresses of our brothers off the campus can
we keep in contact with them.

With the help of every member we can make our fraternity
the best and most beneficial---both to us and to those with whom we
come in contact---in existence; so let us resolve to achieve our goal
of perfect cooperation,

--- The Editor

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November 20, 1935

Dear Brothers:

Our chapter is starting out on a new year which we hope shall
be as successful as past years. The chapter enjoyed a very successful summer
under the leadership of Brother Boze Kitchens, and a good bit of progress
was made, especially in building up our library. We were unable to carry out
our Freshman Week program at the beginning of this year, because of the
establishment of the General College, but we had in place of this our alumni
banquet, which was attended by many alumni brothers and nearly all of the
active members. It is our desire that this banquet be continued as an annual
affair. We were very pleased to have many of our alumni members back with
us, and to hear of the good work they are all doing in the teaching profession
and in other fields as well.

In line with the precedent set by the chapter in previous years,
we are following a policy of conservative progress. First, we are making
several improvements on our house. We are planning to buy a few more pieces
of furniture, and to have other pieces renovated and rebuilt. We are slowly
but surely building up our chapter library, which has already proved of value
to many of our members. We have refinished some of the interior walls of
the lower floor and shall complete this work in the near future. The most
important improvement to the house that we have planned is the complete
painting of the exterior. This will probably be done during the Christmas
holidays. We have been promised a new sidewalk in front of the house
but this is not yet a certainty.

In the next few weeks, we are going to cut some of the
"dead wood" out of our chapter, There are several men whose names are on
our rodls who never attend any of our meetings, and are not in the least
interested in any of our activities. We don't want to bring about any un-
pleasant situations, but these men never contribute anything to the frat-
ernity, and thus do not fulfil the obligations of membership. We feel
that after this work is completed we shall be a more unified group, and
that our membership as a whole will be of much higher quality. For these
reasons we feel that we are fully justified in taking this action, for we
are trying to work for the good of the chapter.


Walter E. Barker

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heartfelt sympathy.

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Kappa Phi Kappa is fortunate enough to have two active alumni
on the campus this year. Joe. B. James is an efficient member of the staff
of the General Extension Division of the University of Florida. Joe is
teaching history and political science to extension classes over a large
area in the northeastern part of the state. He received his M.A. degree
in history last year and is well qualified to do this work.

Boze H. Kitchens graduated with honors from the university
last year and is doing graduate work this year, majoring in English.
Boze is very active this year in fraternity matters, having promulgated the
splended idea of fraternity scholarships, discussed by him elsewhere in
this issue.


The General College initiated in the Fall of the 1935-36
session of the University has been unanimously ontmnamed a forward
step in the training of the individual for intelligent and well-rounded
living. The College of Education, alumni, and others who are out in the
field should all be.interested in such a move of advancement in Education.
It is with this purpose in mind that the Torchlight is going to endeavor
to publish a series of articles briefly but comprehensively setting forth
the principles and courses of the General College. In this issue you will
find a very interesting and illuminating article by the Chairman of one
of these courses, who is also a fraternity brother.

To brother Joe B. James who

has recently suffered the loss

of his father, we of Kappa Phi

Kappa extend our sincere and


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...e 6, TORC. IGi Page1


J. Hooper Wise s Professor of Education
and Chairman, Comprehensive Course C-3

Reading, Speaking, and Writing is a comprehensive course
in which an attempt is made to motivate a feeling and desire on the
part of the student for good English through use of interests rather
than rules. The student is guided to read, speak, and write by con-
fronting him with stimulating thoughts in both oral and written discourse
and causing him to realize the necessity of forceful communication
in the present-day order. The approach to the course is psychological
and at no time is an effort made to present grammar and rhetoric in a
systematic fashion.
The work of the course falls into three types of class
procedures the lecture sections, the discussion groups, and the
writing laboratory. The teaching personnel for the most part is
drawn from the departments of English and Speech. The chairman,
however, is a professor of education. Some of the lecturers, because
of their peculiar fitness are chosen from the University faculty at
large, while among the instructors of the discussion and laboratory
sections are men from the departments of Journalism, and German and
Once each week the students meet in lecture groups of
approximately two hundred (200). Such phases of contemporary life
and literature as "Government and Politics," "War and Peace,"
"Sports," "The Place of Drama in Modern Life," "American Humor,"
et. cetera, serve as the theme for the week's work. The students
are urged to take notes on the lectures, indicating the courses
of thought followed and questions raised in their minds.
Following these lectures, the students meet twice a
week in groups of approximately thirty (3)). At these meetings the
instructor leads the students in a free and informal discussion
of the preceding lecture and of assigned essays which deal with
the same subject as did the lecture. The purpose of this procedure is
to help the students learn to listen and read with understanding.
In order to help the students acquire this ability, the instructor
aids the students to master various ~chnicalities, such as finding
key words, topic sentences, central theme, making outlines, and
writing summaries, abstracts, precis, all of which matters are
treated at the most appropriate time.
Much stress is placed upon the art of reading. The
student's outline contains at the end, arranged alphabetically by
the author, a list of some three hundred (300) books with brief
annotations. These books are also classified and listed throughout
the outline in connection with the subject being treated in the
lecture and discussion groups. By attractive means---never by
coercion and formal book reports and examinations on the books---
the students are encouraged and urged to read widely from the
list, though their reading need not be confined to this published

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Page 7 TORCHLIGHT Po.~e 7

Moreover, the causes of slow reading, whether physio-
logical or psychological, are considered and students are aided to
overcome such handicaps. A sixty-day drill is provided to increase
the student's rate of reading. In addition to other means mentioned
above, vocabulary study is a part of the student's regular work to
enable him to increase his comprehension.
In connection with the discussion groups, work in oral
discourse is undertaken. This is initiated in the most informal
manner and culminates in more or less formal speeches before the
class. The instructors are constantly on the alert to discover
students who are in need of special aid as a result of speech de-
fects. Such students, when discovered, are directed to the Speech
Clinic which, in collaboration with the comprehensive course in
English, is conducted five hours a week by the Department of Speech.
While the course is thought of as a year-course and
no strict semester division is provided for, the major portion of
the latter half of the year is devoted to literature. The whole
object of this phase of the course is to teach students to read and
enjoy the various types of literature. The lectures are constructed
along lines to show the pleasure to be derived from an acquaintance
and association with good literature. In the discussion sections,
the literature itself is read and discussed. The purpose is to
study literature, not about literature. At no time do instructors
indulge in literary analysis for its own sake; such analysis as is
used is a means, never an end.
The third phase of the work of the course is that
provided for in the writing laboratory. The laboratory is a well-
lighted room approximately 50t x 28'. The furniture consists of
tables, each of which will accommodate six (6) students, and chairs.
Filing cabinets are provided for the written work, a cumulative
folder being used to contain the work of each student. This
provides a means of having together all a student's work for pur-
poses of comparison as a measure of development. Moreover, an
opportunity for revision is afforded. Under this system each
student is given individual instruction. There are no general
theme assignments. On the contrary, each student writes what he
has to write, whether it be a letter, a book report, an assignment
from another course, or something of a creative nature. Whatever
the case, the instructor serves as a guide, a counsellor, a helper,
to enable the student to overcome his weakness, let the weakness
be one of ignorance of elementary fundamentals or of style. The
laboratory is provided with dictionaries, books of synonyms, and
other aids including numerous books of reference which will answer
many questions that arise in the student's work.
Each student is provided with a diagnosis card upon
which is kept by the instructor a record of the student's most
grievous faults. By reference to this card the instructor can
quickly determine whether the student is making progress in over-
coming his habitual errors. There are also provided self-correction
cards that aid the student, through a system of questions, checks,
and references, to improve himself. Every effort is made to help
the student become independent in his work.

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T. .CHI iGiT II e 8


1135 West Union St.
Gainesville, Fla.
Nov. 18, 1935

Dear Brotherst
Since its inception on the University of Florida campus a
little more than six years ago, Kappa Phi Kappa has maintained a steady
policy of growth through service. We need not go far for proof of this.
The address heading this letter is that of the house established and main-
tained by Kappa Phi Kappa for the benefit of its members. Some two or three
years ago a new system of pledging was established. While this system
is by no means perfect, it does represent a vast improvement over the
hone used theretofore. Still another project in this magazine, The Torch
light, brought out to strengthen the relations between the alumni and
regular members. During the Homecoming period just past the first annual
Kappa Phi Kappa Alumni Banquet was held, an affair which the regular chapter
were sorry to see so few alumni take advantage of. We sincerely hope that
all those who were here this year, and many more, will attend next year.

The projects already mentioned are now on a more or less firm
basis. Besides, they are almost entirely dependent upon the initiative
and performance of the regular members. It is time for a project in which
the alumni can take a definite active part. Such a project is now before
the house.

All of you know the discouraging lack of scholarships on
the Florida campus. The legislature recently abolished the county and
senatorial scholarships, and many others are so hedged by requirement that
a member of Kappa Phi Kappa, almost certainly a College of Education
student, cannot hold them. Owing to these and other circumstances, the
following plan for the financing and administration of a scholarship is
1. The award shall be known as the Florida Kappa Phi Kappa
Alumni Scholarship;
2. (a) The award shall be financed by assessing all alumni and
faculty members of Alpha Lambda Chapter of Kappa Phi
Kappa one dollar ($1.00) per year.
(b) Tbh award shall be allowed to reach the sum of two hundred
($200) yearly. After such time the assessment per year
shall be lowered accordingly.
3. The award shall be made to a member of Alpha Lambda Chapter
of Kappa Phi Kappa who shall be of junior or senior rank,
possessed of such attributes of character, personality,
scholarship, etc., as shall be satisfactory to the committee.
4. (a) The committee to make the award shall consist of the
president, two (2) alumni members, and two (2) faculty
members, all of Alpha Lambda Chapter of Kappa Phi Kappa.
(b) The president shall be ex-officio chairman of the committee.
(c) The corresponding secretary of Alpha Lambda shall act as
secretary to the committee.


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(d) One of the alumni members shall be chosen by the
committee to serve as treasurer.
5. The scholarship shall be an absolute gift to the holder.
6. (a) Applications shall be made by letter to the chairman of
the committee not later than April 15.
(b) The award shall be made not later than June 15.
7. (a) If in the opinion of the committee no applicant is
sufficiently qualified, no award shall be made,
(b) In such case, no assessment shlrll be made for the fol-
lowing year.
8. (a) A person may hold the scholarship more than once.
(b) In such cases, separate application and separate award
must be made.
9. (a) Appointment of alumni and faculty members to the com-
mittee shall be by invitation of the regular chapter.
(b) These members shall servo so long as they prove satis-
(c) They may be removed by three-fourths vote of the active
members of the regular chapter in two consecutive regu-
lar business meetings.
(d) Removal of committee members may be instigated by
(1) The regular chapter
(2) A petition of at least fifteen (15) alumni members.
(e) In all cases be it understood that good and sufficient
reason for removal shall be given.

Two points on which the author of the plan anticipates dis-
cussion are points "5" and "9". He proposes that the scholarship be an
absolute gift to the holder because, as such it would mean more. The
alternate method of setting up a revolving fund would involve a great
deal of bookkeeping, which is really unnecessary. The power to appoint and
remove committee members rests with the regular chapter for good reason.
As the writer sees it, the main, though not the only, reason for removal of
committee members would be misplacement of the award. Certainly, no one
will be in better position to consider the merits of such a case than the
members of the regular chapter who have actively and intimately associated
with those eligible to hold the scholarship. However, he welcomes com-
ment and suggestions on these and other points.

The plan stands as an argument for itself. Its administration
is quite simple; its financing places no burden upon anyone* The cause is
certainly a worthy one.

Alpha Lambda needs to do something more. It has bee said that
Kappa Phi Kappa is the only professional organization on the Folorida campus
which justifies its existence. The local chapter is hailed as the finest
in the country. We cannot continue to deserve such praise by doing nothing.

The Defense rests.
Fraternally yours,
Boze H. Kitchens, A-Lambda 119

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Russell E. Miller

Keppa Phi Kappa took another step forward during Homecoming
celebrations at the University of Florida by holding a very successful Alumni
Banquet in the Lores Court Grill.
The banquet was the first of its kind to be held by this
organization on the university campus. Postal cards were sent out by the
corresponding secretary to all graduate brothers, and a two-fold purpose
was accomplished: first, the positions and correct addresses of the alumni
members were learned, and second, the number to expect for the banquet was
An excellent steak supper was serv.dl to some twenty alumni and
a like number of active campus members.
President Barker welcomed the alumni and then introduced
brother Gordon Lovejoy, an alumnus, who gave as the return to President
Barker's welcome some pertinent problems facing prospective teachers as they
enter the actal teaching field.
Professor C.A. Robertson, Acting Head of the Department.of
English at the University of Florida, was the principal speaker of the
evening and gave a most interesting and thought-provoking talk on the
humanities and their place in a teacher's life and activities. Professor
Robertson further narrowed his subject and discussed poetry---what it isn't,
some current misconceptions concerning it, and some very practical il-
lustrations showing what it is. He tied the subject up very closely with
the activities of every individual present.
Everyone fools that the banquet was a success, and we all
hope that a "bigger and better" one can be planned for next year. It is
through such affairs as this that alumni and students are brought closer
together, both professionally and socially. For a more successful Kappa
Phi Kappa let us carry on in the future what we have begun now.


In the Spring Issue of the Torchlight there will appear
a complete Directory of all members of Alpha Lambda Chapter of Kappa Phi
Kappa. Cards were sent out to all alumni in the field in order to obtain
the present address and the occupation of each one. With the aid of such
a Directory we can all work for a more active fraternity, both on and off the

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Victor C. Grandoff Student Teacher, French

One of the main objects in studying any foreign language is
the attainment of the power to read the language in question as one reads
one's native tongue, not by mental translation but by direct and immediate
comprehension. Now, the most economical way to attain this objective is
through the Direct Reading Method. This method teaches, first, to read
silently, to pronounce what has just been read, with phonetic accuracy, and
to understand it when read aloud. In this way the pupil obtains the foreign
atmosphere and the ear for language that serve as the basis for later
speaking and writing,
Professor J. Douglas Haygood, Instructor of French and Spanish
in the P.K. Yonge Laboratory School, employs the Direct Reading Method with
signal success. His objectives are the reading for pleasure and compre-
hension of at least 1000 pages of the foreign language the first year, the
ability to pronounce the language accurately, and to understand, to a
large degree, the language when spoken at the level of the reading gradient.
Let us examine Professor Haygood's methods. (We shall consider only the
French, since the technique is the same for both French and Spanish.)
As regards textbooks, we observe that the Heath-Chicago
French series is used almost exclusively, because it is the most scientifically
constructed of language textbook series for the Direct Reading Method.

Textbooks Used
1. Beginning French, Training for Reading (Grammar).
2. Si Nous Lisions (Vocabulary Builder, 850 word level).
3. Sans Famille (Supplementary Reader).
4. Abbd Constantin (Supplementary Reader).
5. Pierrille (Vocabulary Builder, 1600 word level).
6. Le Petit Roi d'Ys (Supplementary Reader, 1600 word level).
7. Le Petit Chose (Supplementary Reader, 1500 word level).
8. tes Oberl Supplementary Reader, 1500 word level).
9. Madame Therese (Supplementary Reader, 1500 word level).
10. A New French Reader (Speaking)

Professor Haygood has worked out a plan whereby pupils may have the use of
all of these books for $1.50 per year. Other materials include mimeographed
vocabularies presented in context; i.e., in French sentences; vocabulary
tests of the multiple choice type, with five alternatives for each French
word; reading comprehension tests, based on each chapter of the class reader;
i.e., vocabulary builder; mid-term and final tests on functional grammar,
consisting of multiple choice questions with three alternatives; compre-
hension tests on outside reading (supplementary readers) of the usual type;
general questions on the plot asked in English to be answered in English.
Once the class has been organized and introduced to the
sounds of French, and has had appropriate drill on individual words and words
in combination, the following procedure is used,

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1. Instructor explains vocabulary, pointing out words related
to English words, explaining idioms, and noting functional
2, Pupils in paired groups study the vocabulary for fifteen (15)
minutes, and each day thereafter for ten (10) minutes until
the day for direct reading. On the day for direct reading
the vocabulary is reviewed, idioms occurring in selection
to be read are explained, and words in the text related to
English words are noted.
3. Pupils are all set to reading silently at the same time.
The time at which each pupil finishes is noted. The dif-
ference between this and the starting time is the number of
minutes required to read the chapter. This figure divided
into the number of words in the chapter will give the pupils'
reading rates.
4. When the pupils have finished reading, they take the com-
prehension test and check against the correct answers read
aloud by the instructor.
5. The instructor then rereads the chapter aloud in French to
the pupils, who ask questions on points of pronunciation,
idiom, functional grammar, etc.
6. Steps "1" and "2" are repeated for the next chapter in the
7. Pupils read aloud in unison the present chapter. A few
minutes are devoted to dictation of French sentences selected
from the vocabulary of this chapter.
8. Pupils now take vocabulary tests and check their answers
against the correct ones read aloud by the instructor.
Pupils are responsible for missed words at any time on call*
9. Beginning French is now taken up and the necessary functional
grammar is learned for reading next chapter in reader.
Grammatical principles are developed inductively with
much pupil activity.
10. Instructor reads aloud aural comprehension material based
on already familiar words. Pupils interrupt when in doubt
concerning the meaning.

This cycle is repeated for each new chapter and takes up about one week.
Any extra time is used for making up missed words, dictation, or even
learning French songs.

The Direct Reading method is recommended in the recently pub-
lished Florida Course of Study for Foreign Languages, which may be had from
the Rose Printing Company, Tallahassee, Florida, The price is 454/


Two years ago, when the Torchlight was first published by
Kappa Phi Kappa, its ideal was three issues yearly. Last year it was
possible to put out but two issues, but you may look forward to receiving
three Torchlights this year, the first of which you now have in your hands.

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Patterson B. Land

Alpha Lambda's new library, whose inception is due to
Brother Raymond Vickery, has grown to some thirty-odd volumes, twenty
or more of which are prominent publications in the field of Educations
Dewey, Kilpatrick, Gates, Zachry, Reed, and Morgan head a considerable list
of educators whose contributions are included. A prize volume numbered
among others to which members oftentimes refer is a History of Education
donated by brother Dyal.
Included in the non-fiction section are a good many books
dealing with other than educational theory. Among the subjects covered
are French, Spanish, English literature, speech, hygiene, etc.
To date the growth of the library has been dependent upon
donations alone from members and others, brother Victor Grandoff holding
the distinction of heaviest contributor. (LATE NEWS FLASH: Brother
Grandoff is rumored to intend an unconditional bestowal to the library
of his famous, gilded Morocco-bound set of Shakespeare which is alleged
to be worth in excess of twenty dollars.) (Librarian's Note: In behalf
of the chapter I wish to state that Brother Grandoff's gracious gesture
will be felicitiously received, and that the chapter extends him its
immortal gratitude.)
However, at a recent regular meeting a minimum appropriation
of ten dollars was voted to the library for new books and periodicals, and
as soon as the funds are available it is our hope that the library will
grow apace.
The immediate acquisition of a subscription to Parent's
Magazine, a P.F. Collier Atlas, and an estimable dictionary is expected
to result from a combination sale entered into by brothers Kitchens,
Vickery, and Miller.
Another source of worthy additions to the library is
Professors Robertson and Wise, who have indicated that they will make
several donations soon.
It is thought not inopportune to invite the alumni at
this time, if they moved, to augment further our shelves. No
doubt every Kappa Phi Kappan has some book duplicated or even single
copies whiph he would care to contribute. The reception of any such
material will be most cordial.
The library shelves are located in Brother Grandoff's
rooms, and he has made out a loan card for each book. These cards are
kept in an index file and used as a check on all books. This practice,
similar to that used in other libraries, has made it feasible to cir-
culate the books among the members, a very desirable scheme.
Plans are going forward to collect all extant copies of
The Open Book, The Torchlight, of course, and other pertinent educational
publications in order to develop a periodical section comparable to the
book section.

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