The Teacher And The Comics By GABRIEL LYNN Published by POST·REPORTER A Catholic weekly newspaper for students in junior and senior high school 128 E. 10th St. St. Paull, Minnesota Printed in U. S. A. THE TEACHER AND THE "COMICS" by Gabriel Lynn When the welfare of children is men- aced, teachers along with parents must stand as the front "!iae of defe~se. Re- sistance to the menace must be based up- on thorough comprehension of the nature of the evil to be opposed. Foremost among the threats. to today's children is the objectionable type of so- called "comic book," and evidence accu- mulates to suggest that many of our teachers are insufficiently familiar with the nature of these offensive publications, many millions of copies of which are read each month by boys and girls. A jolting revelation of the widespread juvenile addiction to the comic books is made in the report of a survey conducted by Sister M. Katharine McCarthy, Col- lege of St. Scholastica, Duluth, Minnesota, in collaboration with the principal of a Duluth public schoo1.1 Included in the survey were more than 8,500 pupils in the parochial and public schools of Duluth. It was discovered that during the single 1 "The Much-Discussed Comic Book," The Ele- mentary School Journal, October, 1943. 1 week immediately preceding the making of this survey these 8,500 children had read a .total of more than 27,000 comic books! Another survey, conducted by the prin- cipal of the Bulkeley High School, Hart- ford, Connecticut, and reported in Editor & Publisher, June 3, 1944, revealed that 89.3 per cent of high school students cov- ered by the survey "always or nearly al- ways" read the comic sections of newspa- pers, the exact figures being: "Boys, 100 per cent; girls, 79.1 per cent." Whenever similar studies have been made in communities in every section of the country, comparable findings have re- sulted. It may not reasonably be ques- tioned that an enormous majority of modern children habitually read the comic books and newspaper comic strips, nor may one reasonably doubt that these pub- lications exert a considerable influence upon their youthful addicts. It follows, necessarily, that teachers and parents must have a profound interest in the nature of this influence. They must prepare to qualify as experts in determining whether the influence exerted by these publications is wholesome and constructive or harmful and destructive. They can hope to accomplish this expert determination only by acquainting them- selves thoroughly with the contents of the' comic books and strips read by the 2 boys and girls who are under their guid- ance. DO TEACHERS AND PARENTS KNOW THE COMICS? That our teachers and parents are not familiar with the contents of these books and strips so universally read by children is revealed by the letters and statements of many Sisters who have been aroused to understanding of the menace presented by the publications in this field which may fairly be appraised as objectionable. From a western state, one Sister writes: "It might be well to ask the Sisters to really look at and read the comics. . The truth is that our Sisters and most of the parents of the children haven't even looked at one! Our Sisters here were shocked. . . . One of them confessed that she had thought the movement against them (the comics) was 'much ado about nothing.' She knows now." Yet another concerned teacher has writ- ten: "The children in our Catholic schools may be convinced of the danger, if the Sisters are. I know that few of the Sis- ters have any idea of what the comic books really are." Much space might be filled with com- ments of like nature. The fact ' appears indubitable that few teachers and few parents have any considerable knowledge 3 of the contents of the comic books and strips, and that they are, in consequence, incapable of distinguishing between those which do not offend and those which are by any realistic standard objectionable. Distressing as this lack of familiarity with a type of reading material so widely adopted by children may be, it is scarcely surprising. The very names, "the comics," "the funnies," are disarming. We of older generations recall the comic features of our youth as simple, mirth-provoking newspaper strips, designed to amuse and accomplishing this objective. "Happy Hooligan," "Little Nemo," "Buster Brown" brought us the hilarious antics of charac- ters involved in situations without sinister or offensive overtones. As art, these pic- tures left much to be desired. They were never profound, nor pretended to be. But they were entirely harmless insofar as their influence upon juvenile readers was involved. Unfortunately, the same may not be said of all of tJ1e comic books and strips which so generally engage the interest of youngsters of today. WHICH COMICS ARE HARMLESS, WHICH BAD? It is important to recognize that there are comic books and newspaper strips to- day which are entirely harmless and 4 even, in certain regrettably few instances, genuinely worthwhile and constructive. But it is the existence of these unobjec- tionable books and strips among the hundreds published which makes it es- sential that the teacher be familiar with all of the pUblications in this field. Only if she possesses first-hand knowl- edge of the actual contents of the comic subjects favored by boys and girls can the teacher with authority discriminate between those which call for vigorous condemnation and those deserving of ap- proval. Because of the large number of comic books and strips it is inadvisable to attempt to classify each by title in this limited space, but it is possible to indicate which types of comics are, in most instances, free from offensive char- acteristics, and to suggest the varieties which, almost invariably, are objection- able as reading fare for juveniles. The comic subjects which may, in near- ly all cases, be approved for use by chil- dren fall into three general groups. These may be described, broadly, as animal comics; as factual comics; and as genuine- ly humorous comics. They are easily recognized. The first group includes such familiar subjects as Mickey Mouse, Bambi, Donald Duck, and many others. Rarely if ever are causes for objection to be discovered in the books and strips of this category, 5 and it is a significant indication of the fundamental soundness of juvenile taste that in most polls taken to determine the preferences in comics of boys and girls, the animal features are revealed to be universal favorites. To classify the features of the second or factual group as comics is to apply a mis- nomer, for these are never humorous. They present in pictorial form true sto- ries based upon the lives of great histori- cal characters, Biblical figures, and the like. Features of this type may be em- ployed as useful adjuncts to academic and religious text material, and their use by children may with propriety be encour- aged. In the third or humorous group are tQ be found subjects presented solely for their laugh-producing qualities: Blondie and Dagwood, Bringing Up Father, Skip- py, The Little King, Mr. and Mrs., The Timid Soul, all are typical examples of this group which includes subjects for adult as well as juvenile consumption. Comics of the types cited above may with safety be approved, although the fact can not be too strongly emphasized that no comic book or group of books should be permitted to absorb too much of the reading time of the child. The de- velopment of literary taste can not be fostered by an exclusive diet of pictorial material, however unobjectionable or 6 even laudable this, may be. The wise teacher will seek wherever possible to use the approved comic subjects such as the historical and Biblical treatments to stimulate interest in the persens depict- ed so that the child may go on naturally to reading history and Bible study. The growth of appreciation of literary quality thus encouraged will in due course serve as a most effective antidote to the poison of an all-comic diet. While many objections may be made to the comic books and strips classified as objectionable, three principal character- istics are present in these and, when found, singly or in combination, warrant the application of extreme pressure by teachers and parents to bring about non- use by youngsters. One, two, or all of these three characteristics may be found in comic subjects classified as bad. They are: 1. Scenes of gross physical violence; scenes in which antisocial or criminal acts are discussed and depicted; scenes in which gangster methods and underworld practices are portrayed. 2. Scenes and stories which glorify unAmerican, vigilante philosophies and, by so doing, condition plastic youthful minds for rejection of lawful principles and for acceptance of harshly intolerant totalitarian ideologies. 3. Scenes of action which menace 7 chastity, by presenting an unwholesome, distorted view of sex. As previously suggested, there are other objections to be made to the bad comics, but those cited include the most serious and constitute a sufficient reason for urg- ing teachers and parents to gird for a de- termined stand against use of these b90ks and strips by children. WHAT FACTS SUPPORT THESE CHARGES? Here are some of the facts upon which these accusations are based. The charge that scenes of gross physical violence are depicted may be verified by selecting at random any of the comic books not included in the three groups described as unobjectionable. Physical assaults, mayhem, bloodshed abound in the bad comics. For example, several months ago I made a study of 92 comic books and more than 1,000 newspaper comic strips, analyz- ing their contents and tabulating the ob- jectionable features discovered.'" It was found that in the publications studied 522 separate physical assaults were depicted, these consisting of acts of violence per- formed upon human beings, shown in terrifying detail and tending to glorify ·Case Against the Comics-Lynn-5c, Catecheti- cal Guild-128 E. 10th St., St. Paul 1. Minnesota. 8 brute force. In addition to these, 86 acts of Clearly defined sadism were depicted. To cite one appalling example of the most depraved type of comic book, Sister Mary Aurea, B.V.M., of Butte, Montana, reports having inspected a book in which, among other material almost as offen- sive, was shown "a son who kills his mother to make good a bet. (This one is supposed to be very funny. The son says, 'Mother, this is going to hurt.' The moth- er answers, 'Go ahead, son, anything you do is too, too cute.')" This, admittedly, is an extreme example, but it demon- strates the need for ceaseless vigilance on the part of teachers and parents to keep informed as to the contents of the comic books read by boys and girls. As for the charge that antisocial and criminal actions are depicted in the ob- jectionable comic books, my own survey of those previously cited revealed 216 major crimes, 309 minor crimes, 271 ex- amples of antisocial behavior, 39 larce- nies. It should be stressed, concerning these data, that only those examples were recorded which depicted in unmistakable detail the acts described. Gangster practices were found in a great many of the books and strips, with underworld characters behaving and talk- ing with unexpurgated realism. Members of a gang would be shown plotting the commission of a crime or series of crimes. 9 Methods would be discussed, and in suc- ceeding panels the gangsters would be followed step by step through the execu- tion of their plans, criminal techniques being portrayed in detail sufficient to make it easily possible for impressionable young readers to copy this behavior if so disposed. Elsewhere in this pamphlet, I shall submit evidence to support the con- tention that youngsters, influenced by this type of comic, do become so disposed, often with tragic consequences. The charge that many of the objection- able comic books and strips glorify un- American, vigilante philosophies may be corroborated by a study of any of the comics featuring a superhuman person with a "mission" to crusade against wrongdoers. These follow a standardized pattern. The hero may be a human be- ing of abnormal strength and superb in- telligence, or he may be a creature half man, half bird, or even a monstrosity ca- pable of "growing" extra arms, legs, and heads, as the vagaries of the story may demand. Such a hero is customarily introduced as one who is about to eradicate evil and crime from his community, or, in some instances, from the universe. Operating without regard to established law-en- forcement procedure, this super-hero will determine (by processes known only to himself) the identity of public enemies, 10 will pursue and capture them, will pass upon their guilt, pronounce the penalty for their misdeeds, and execute the sen- tence which, more often than not, will be that of death. This, manifestly, is the vigilan~'4 pro- cedure, the Hitlerian method. It is Ku- Klux terriorism in new garb. It is gov- ernment by men--or a man-rather than government by law. It creates disrespect for and impatience with constitutional methods, reveals regularly constituted law-enforcement agencies in an unflatter- ing light, and surely it conditions the youthful mind for acceptance of those ideologies upon which dictatorships are built. In my study of comic books and strips I recorded 246 separate portrayals of un- American vigilante activities. Such ma- terial feeds the flames of intolerance and bigotry from which, at recurring periods, the United States has suffered. It seems unnecessary to elaborate the argument that this is dangerous fare for young, suggestible minds. Apologists for the comics defend thi.s variety of subject by asserting that good always triumphs over evil and that the end justifies the means. This argument is invalid, because the ultimate triumph of the super-hero is' accomplished by the use of unlawful methods, and because the evil which is defeated is first depicted in 11 detail so graphic as to constitute a men- ace to juvenile readers who may be prompted to emulate the behavior of the lawless. That the objectionable type of comic book menaces chastity may be understood as one studies certain of the more offen- sive specimens. In these it will be found, first, that the drawings place exaggerated emphasis upon sexual characteristics of men and women, often presented scantily clad, in wa.ntonly provocative postures, and in situations which may temperately be described as wholly unsuitable for dis- tribution to the immature. There is, moreover, a sexual danger in many of the comic subjects in which vio- lence is depicted. Psychiatrists have dis- covered the connection which exists be- tween sexual excitement and pain, and it may not be disputed that persons with irregular sexual tendencies, including children, may be dangerously affected by scenes of gross physical violence. SELLING METHODS TO BE OBSERVED The fact must be recognized that many ingenious devices are employed by mer- chandisers of comic books to swell the sales of their product, and while many of these methods are legitimate enough, others appear devious and call for alert 12 watchfulness on the part of teachers and parents. This need for alert concern may be understood if we consider conditions un- der which comic books are sold. Magazine counters today contain hundreds of pub- lications. Dealers manifestly cannot ac- quaint themselves with contents of these. The dealer receives the publications from his wholesaler, places them on his count- ers, racks, or shelves, and leaves it for customers, old and young, to make their own selections. To the newsdealer the comic book and other periodicals are articles of merchandise; only those which may be expressly banned by local au- thorities are excluded from his stock. The parent and teacher, therefore, must stand between the child and unwise or even dangerous comic-book purchases. The newsdealer is a merchant, not a censor. Few publishers in the comic book field produce a single book, but rather issue several titles, being known as "chain" pUblishers. Certain of these employ as a method of promoting sales-and of over- coming parental objection to their prod- uct-the device of establishing an edi- torial advisory board or council composed of persons prominent in national life. The names of these persons are printed in cop- ies of the books published by the con- cerns using this promotional aid, and while no definite statement is made as to 13 the nature of the advisory service render- ed by these prominent persons, the im- pression is created that members of these boards or councils approve the contents of the books in which their names ap- pear. It may reasonably be questioned wheth- er these persons do, in fact, approve the contents of these books, or even whether they are familiar with the subject matter their names are used to · promote. An in- stance is known of one prominent gentle- man who resigned from one of these boards after receiving protests from well- wishers; he stated to them that he never read a comic book. When one considers the importance of many of the persons whose names are used in this way and understands the demands upon their time, it is difficult to believe that they could inspect the many issues of comic books published by the concerns who use their names to lull the apprehension of parents and others. Teachers who encounter objectionable comic books in which appear the names of men and women of national conse- quence as editorial advisors or counselors might well address to these persons and to the publisher making use of their names an inquiry as to the exact nature of the duties performed and calling atten~ tion to the objectionable features of the book they have ostensibly endorsed. 14 Publishers are responsive to informed public opinion. When they become aware, through formal . protests registered by teachers and parents, that offensive comic books will be combatted in every proper way, they will eventually discern the wisdom of trimming their sails. Let them know that you are not condemning comic books as such, but only objectionable comic books. Let them know in specific terms exactly what you object to in their publications. Encourage parents to write similar letters. Do not be misled by publishers who may reply to criticism of their product by assuring you that their books are thank- fully received by educational and chari- table institutions. Investigation of such claims will generally disclose that the publisher has donated certain of his books which are entirely free from any objec- tionable features, carefully omitting from his gift packages those titles which might elicit disapproval. One Mother Superior found it necessary to · make formal de- mand upon a publisher to refrain from using for promotional purposes an un- sblicited letter of thanks she had sent to him following the receipt of a donation of selected copies of comic books. All of these methods are commonly re- garded as "good business" in commercial circles. We refer to them here only be- cause they point up the argument that 15 eternal vigilance by teachers and parents is demanded if they are not to be mis- led or lulled into ignoring comic books of a nature making them injurious fare for boys and girls. SOME EFFECTS OF COMIC-BOOK INFLUENCE Having asserted that the objectionable typ'es of comic books and strips may ex- ert a harmful influence upon suggestible young readers, it is only fair to support the charge with evidence. A few exam- ples should prove sufficient to demonstrate the sound basis for this allegation. During the year 1943 one widely read comic feature which appears both in comic-book form and as a newspaper strip featured the activities of a band of sabo'- teurs whose specialty was wrecking trains. Within a brief period there occur- red what the Federal Bureau of Investi- gation described as "an epidemic of train wreckings" committed by youthful of- fenders; one wreck, in which a life was lost and several persons were injured, was caused by three children less than 10 years of age, and a troop train was de- railed by three boys, one of whom was aged nine and another 10. Publishers of this comic feature volubly denied any connection between the train wreckings depicted in their book and 16 strips and the "epidemic" of wrecks caused by young boys. No such denial can be made, however, in the case of the youthful South Bend, Indiana, lad whose parents returned to their home to discov- er the boy dead in the bathroom of the house, wearing a "superman" costume and a crudely rigged harness with the aid of which he had attempted to emulate his hero by walking on the walls of the room, strangling himself in the process. Children-some dhildren-do attempt to mimic their favorite heroes. If only one child does this with fatal results, he serves as an argument against the indis- criminate publication of a feature which can cause such tragedies to the young. Four boys in a Southern state inflicted severe knife wounds upon a youthful as- sociate while playing "Commando," and when apprehended by juvenile authorities displayed comic books in which "Com- mando raids" were portrayed in gory de- tail. A Chicago juvenile court judge told of a runaway boy who committed a series of daring robberies before being captured by police who found, in the furnished room he had occupied, stacks of comic books in which such crimes were por- trayed as those this lad had committed. One apologist for the comic books refused to admit this as a valid objection to such books, claiming that "the boy was bad 17 anyway. He would have gone wrong without comic books as easily as with them." I prefer to believe with Father Flana- gan that there is no such thing as a "bad boy." There are, unhappily for them- selves and for their families, weak boys, suggestible boys, and these are entitled to every protection, every safeguard which may be thrown up about them as they pass through the turmoil of adolescence. Certainly it is due to every such boy that he be protected against the influence of any agent which might conceivably con- tribute to his downfall. For a final, and recent, example there is the case of the five high school boys in a Midwestern city who were arrested by state and local police, charged with having organized a subversive, anti-re- ligious society which they called "The State." These boys, all of them coming from homes of comfort and refinement, began their activities with a series of rob- beries from which they provided them- selves with an arsenal of firearms, am- munition, knives, blackjacks, handcuffs, and police badges. They stole a printing press, which was set up in the attic of the home of the leader and on which they produced literature designed to create anti-Jewish and anti-Negro prejudice, contempt for religion, and defiance of the government of the United States. 18 Working systematically, these boys planned a series of assaults upon Negroes which were to provoke a city-wide race riot, and which was prevented only by the apprehension of the boys a few hours prior to the time they had set for the commh:~sion of the assaults. When the headquarters of the society were raided by police it was found that the boys regularly engaged in a fantastic "ritual," during which a knife (which they called a "sacred dagger") was thrust through a Bible and following which the participants wiped their feet upon an American flag which they had placed on the floor before their "altar." Also dis- covered in the headquarters were elabo- rately drawn maps of the community, with the location of vital war plants marked and outlines for acts of sabotage carefully recorded. "The State," boasted its found- ders, wail to "take over" the nation and then the world, all within fifteen to twen- ty years. Chief among the material seized by po- lice in their raid was what the Associated Press described as "a huge library" of comic books of "the superhuman variety." In his subsequent confession to the au- thorities, the leader of the society de- clared that he and his associates had based their whole mad scheme upon their "systematic study" of the comic books, numbering several hundred, found in 19 their headquarters. The youth was spe- cific in fixing the responsibility upon these books, from which the society had pieced together the plan which failed to lead them to greater disaster only because their youth caused the authorities to be lenient. Here, surely, is an almost classic exam- ple of what may result from parental neg- lect, from parental failure to know what children are reading. A CHALLENGE TO TEACHERS It would be impossible to overestimate the debt owed by American Christians to the devoted teachers who instruct and in- spire the young as they pass through the often troubled waters of childhood and adolescence. But the teacher's duty is never fulfilled, her responsibility never discharged. Always there emerge new problems demanding her attention, un- familiar enemies to threaten the welfare of boys and girls. The objectionable types of comic books and strips represent a real, tangible threat to the safety of impressionable young- sters. They constitute a modern fad which has enlisted literally millions of followers. Because there are many comic books and strips which may fairly be classified as unobjectionable ~nd even commendable, the need for keen disc rim- 20 ination is the greater. The teacher must counsel her pupils, pointing them toward the good comics, warning them away from the bad. To perform this vital service, the teach- er must familiarize herself with all com- ics, must understand and recognize those characteristics which make a comic fea- ture wholesome and constructive and those which make it a menace to youth- ful security. Moreover, she must share this expert knowledge of good and bad comics with parents, to the end that in school and at home the child may be safe- guarded against the danger which has so tragically engulfed children who lacked this protection. Tell the children how you feel about the comics. Make it plain to them that you do not condemn them all, but only the bad ones. Show them good comics, tell them why they are good, and why the others are bad. They will appreciate your understanding of their tastes and habits and will be grateful for your de- sire to respect their preferences. And they will be guided by your judgment when you explain why certain comics are bad for them. The worst of the comic books and strips call for militant opposition by teachers and parents everywhere. More and more is this becoming apparent. As recent as May 18, 1944, Miss Edith Duff Gwinn, of 21 the Philadelphia Board of Education, was constrained to file a formal protest against one comic feature, published in book form and as a newspaper strip, with the Chil- dren's Bureau of the United States De- partment of Labor. She described the objectionable feature as "a vicious exam- ple." As protests of this nature increase in number, as they are lodged by educators, parents, high-minded men and women concerned for the welfare of the young- sters, they will be heeded by publishers. Many of the publishers in this field have already become conscious of the rising tide of opposition to objectionable com- ics and have taken steps to eliminate of- fending material from their publications, imposing strict requirements upon their writers and artists, striving to meet the demands of critics. Encouraging as such results may be, they leave much to be accomplished. Every publisher must be brought to the realization that his product will be con- demned by teachers and parents until he transforms objectionable features into treatments which do not offend, which do not menace the welfare of youthful read- , ers. Education has been defined as "a means of bringing out and harmoniously devel- oping to as high a degree as possible the child's physical, emotional, moral, aesthet- 22 ic, and intellectual capabilities so as to increase his chances for attaining happi- ness and success, not only in childhood but also in adult life." It seems genu- inely fitting that our Catholic schools should take the lead in combatting one of the graver threats to the modern child's moral capabilities. Christian training supplies the answer to most of the de- linquency problems which disturb the nation. The ingenuity of man has never devised a substitute for it. The mate- rialism which too frequently takes its place bears tragic fruit. All of this is pertinent to the objection- able comic books because they are mate- rialistic, pagan in their standards, God- less in their glorification of brute force, bigotry, hatred, sensuality. The extent to which these allegations are true may be understood only as a result of study, however distasteful, of the offensive types of comic books and strips. Once teachers and parents become fully aware of the nature of the objectionable books, their opposition will make itself felt impressively in quarters where such opposition, because it threatens profits, will be treated with respect. This is the challenge to teachers-a challenge to become experts in the field of the comics; to acquaint themselves with the actual contents of all the books and strips; to ascertain which of these are be- 23 ing read by the children in their charge; to lead these children away from the bad comics and toward the good; to see to it that the parents of these children are awakened to an understanding of their responsibility so that the good results of the teacher's labors may not be under- mined by parental indifference; to organ- ize community resistance to bad comics; to inform publishers (and their sponsors) of objectionable comics why their product is found to be offensive and to demand that they eliminate the causes of criti- cism. The danger presented by these books and strips is real and immediate. The task of combatting them will be pro- longed and arduous. It will be vital to ultimate victory that the teachers spark the opposition into action. But the cause is gloriously worth while, because the objective is the welfare of the children. Once convinced of the im- minence of the menace, Catholic teachers will rise to meet this challenge as they have met all others. You will do your part? NOVENA NOTES, August 18, 1944, gives this report on its Comic Strip Poll in which a total of 93 "good and bad" comic strips were voted on. "Consistently violating Christian Marian Principles." Dick Tracy ...... . .. disapproved by 88% of votes SmiIln' Jack .. ... . disapproved by 75% of votes Moon Mullins . .. . . disapproved by 74% of votes Superman .... . . . . . disapproved by 69% of votes CRIME AND THE COMICS Editorial in September 18, 1944, POST- REPORTER. The World-Herald of Omaha recently carried a story about a boy who was caught trying to cash a forged check. When asked where he had learned how to make out such a check he stated, "It was easy, I just followed the way it was done in the comic books." Your editors and many educators of the country have noticed that cases of this kind are becoming more and more com- mon every day. Our conclusion, there- fore, has been that a certain amount of our problem of juvenile delinquency can be traced to the reading of the fantastic type of comic books that inspire such deeds. To prove this contention we have de- cided to collect as many reports of the relationship of comics and delinquency as we can. We know that there are many more instances of the comic books having a bad influence on children than ever get into the newspapers. We are asking for your help and co- operation to make thi's ' report a success. In every case where you know or have heard of a crime, a juvenile delinquency problem, or other evil effect that is di- rectly traceable to the reading of comic books, please send us a complete report. Address your letters to Juvenile Delin- quency Editor, POST-REPORTER, 128 East 10th Street, St. Paull" Minnesota. BURIAL OF TRASHY COMIC BOOK Believing that trashy comic books are a detri- ment in the lives of children, fifth grade pupils of St. Francis Borgia School, Washington, Mo. , staged this mock funeral of "Trashy Comic Book." The books were torn to bits, placed in caskets , lowered into graves, a 'match applied and after the books had burned, the children covered the .remains with dirt. They hope other schools throughout the country will follow their example and thus aid in curbing juvenile de- linquency caused by comic books. 830119-001 830119-002 830119-003 830119-004 830119-005 830119-006 830119-007 830119-008 830119-009 830119-010 830119-011 830119-012 830119-013 830119-014 830119-015 830119-016 830119-017 830119-018 830119-019 830119-020 830119-021 830119-022 830119-023 830119-024 830119-025 830119-026 830119-027 830119-028