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Archive with last of tag-string Q14


3V1191.01 Nightmare: looking for Miriam (4/27/81)

Peggy woke up around midnight, sobbing loudly and crying for her sister. I tried comforting her a while. She responded, more or less to our questions, but was still asleep. Gretchen sat with her longer, than I did. The next day, I asked Peggy what was wrong the night before, if she remembered what had happened, and she replied that she had been looking for Miriam, no more.


3V119102 Cutting up a Tree: an old joke (4/27/81)

Robby and I were hauling hickory back from the site where I recently felled a tree. When Peggy came to watch us, I introduced her to a joke, a simple absurdity of the language. She knows one cuts down a tree (she has seen this twice this year). she knows one cuts up fruit and knows how up and down signify direction and can compound with other words. She has also seen the pieces on the ground where I felled the tree (Indeed, she watched with Gretchen while I sawed it up). So it was not too surprising to see her consternation when I pulled these things together and said to her, “Peggy, you see how hard Robby and I work ? Sometimes it seems silly, though. I work so hard to cut the tree down, then I cut it up again.” when her consternation hinted the absurd image had struck her, I explained it was a joke.

A few days later, she mentioned trees, saying, “You cut them down, and then you cut them up,” accompanying the last with both a smile and a gesture of the hand going from horizontal to vertical.


3V119201 Issues in learning graphical language: Logo logon messages (/28/81)

Peggy has more or less read “BY” — the common word in her story books. Her reading it shows little discrimination but for length. Today, Peggy began reading (in my presence, for the first time) the Logo Logon messages “Setting up” and “Welcome to Logo.” When they appeared on the screen, I asked if she could read them and she said yes, and she did so in something of a sing-song tone. Does she have it down right ? Of course not. She is associating an interpretation of a graphical string (which interpretation she has been told) with that string. It is striking that her reading in this computer context is taking on some of the character of her first introduction to oral language. That is, by accident she is being exposed to supra-logical strings which she gives an idiomatic meaning to. The phrases communicate information to her about the state of loading (which interests her much).

She also repeats what she has been told about other alpha strings “You have to wait till the letters come…” and “You wait until it says ‘Done, Thank you for waiting.'” This is during the process of loading programs into memory from cassette.

This all seems to be a consequence of wanting to “do it herself;” is it imitation of grown ups or is it the desire for control and understanding ?


3V119202 Unusual construction: “I won’t make sure I’ll slip.” (4/28/81)

no further detail with this note.


3V119901 Bizarre reason (5/5/81)

Peggy often asks which shoe goes on which foot. Today I saw her putting her sandal on the correct foot and asked how she picked THAT foot. Peggy answered, “‘Cause it was the funny one.”


3V1199.02 Two Drawings (with Polaroid sample) and “wwords” (5/5/81)

Peggy made these figures (see photo in notebook) on her chalkboard as I watched (After the first was completed). She explained they were two hearts, the one at right having the message “I love Daddy,” the second “I love Mimi.”

Peggy wrote the marks in the second (close to her ‘heart’) from right to left, top to bottom (almost). The other three check marks (upper left) were the last added. Thinking the third mark on the upper lines might be an “M” (inverted?) I asked where it said ‘Mimi’. Peggy pointed vaguely at the lower line and said, “Mimi, Gretchen, Scurry.”


3V1199.03 P’s on the computer with drawing program 5/5/81)

Peggy has begin playing with a tile-based drawing program I made for Miriam.. Although she says she prefers playing with the Blocks program, Peggy plays with the drawing program more than any other. She surprised herself and me today by making a box, then she continued drawing a vertical line under it’s left side, “I made a P, Daddy. I made a P myself.”


3V1204.01 Note for Bob: A bug or is it a feature ? (5/10/81)

Peggy has been able to get DRAW to malfunction, in such a way that a red truck appears in mid screen. This was a nice novelty. We left it there and she drew a box around it. It makes me wonder if I should combine a DRAW capability with an alphabetically invoked set of shapes, naming each and representing each by its first letter ? Consider for next experiment — maybe using letter programs as the basis.


3V121201 Writing words: in order to load programs (very impt.) (5/18/81)

Peggy has spontaneously begun to “write” (ie type) words in order to control the loading of programs. While waiting for Gretchen to make available the DRAW program, Peggy typed “LO” (Did she ask if that was right ? Did she ask what next ?)

With me, she has also asked to control the tape recorder and use of the enter key. At first, I told her what to do, step-by-step, but she has the routine down now in a dependable fashion. While controlling loading, she confided in me today, “I think I’m programming.”


3V1215.01 Peggy in Cambridge for Greg’s Farewell party (5/21/81)

Peggy came with us. The whole family on a trek to Cambridge for a farewell party at Greg’s leaving Logo. Everybody “hung around” Logo while I tried to complete my Tictactoe paper for Cognitive Science.
I don’t recall much of what Peggy did then..
-> for story-telling, see note of 5/29/81 on Singing.
We all went out for supper with Howie Gruber at the Hunan. For the first time, Miriam enjoyed eating at a Chinese Restaurant. She took care of Peggy and the two amused themselves (and were tolerated by the staff) wandering around, munching on chicken parts (Miriam ate nine wings).


3V1217.01 The Alphabet Song: letters change but the melody lingers on (5/23/81)

Coming home from Cambridge, Miriam was singing the litany ‘ABCD-EFG…” and getting Peggy to join her. At home, singing by herself, Peggy gave evidence of knowing the tune well but her text was somewhat corrupt: “ABCD-FIG…” was how she began then petered off. Later, at the computer using the ABC program, she announced the objective, “I’m going to make the “ABCD FIY”


3V1217.02 Spelling “load” and being grown-up; contrast toilet training (5/23/81)

Peggy sat alone at the computer. The rest of us were out in the dining room, eating lunch. She called with notable excitement, “Daddy, come see. I’ve spelled ‘LOAD.’ Come see it, Daddy.” Because of her excitement, I left the table, witnessed her achievement (it was, in fact, the first time she correctly spelled a word and knew it to be so) and congratulated her. Obviously proud of herself, Peggy responded, “I think I’m grown up.”

To help put this in its proper perspective, I note that on the same day, for the first time, Peggy was able to insert her own little toilet adapter onto the adult toilet and, using a stool, climb on and off the toilet by herself. She was proud of herself for both reasons, but SHE remarked on the first as evidence of being grown up.


3V1218.01 Spelling a second word: “loadshapes” after “load” (5/24/81)

My cassette files are set up with procedures stored before shapes. The first are accessed by ‘LOAD’ and the second by ‘LOADSHAPES.’ Since Peggy had insisted on typing LOAD wherever possible, I have HAD to instruct her to discriminate between the two words so that her eagerness didn’t lead us into trying to LOAD when LOADSHAPES was appropriate. My instruction was simple, “You type LOAD, but I will type the rest of this different word.” Now Peggy, at the correct place in the loading routine either begins typing the continuation (with “SH” so far) or asks me to type the “other part” of the word. This is clearly a case where instruction plays a function which I know is necessary and which Peggy can also accept as necessary for her to play as large a role as she is capable of.

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3V1223.02 Duets (5/29/81)

Peggy has begun to ask me to help her sing, even ‘The Fox went out on a chilly night.” What typically happens is that I sing a little, she sings a lot and when she is stymied, I sing a little more. This scenario seems to derive from two sources; one may be her joint singing attempts in the alphabet sounds with Miriam; the other comes from an incident in Cambridge last week.

Going back to Mrs. Tack’s, Peggy asked me to tell her a story. I began with no script in mind and, when we came to some decision point, I would ask Peggy who or what did whatever. We continued this cooperative mode for only a little while till I distracted her with a Tintin book and fell asleep myself.


3V1230.01 Xylopipes and letters (6/5/81)

The Xylopipes were set up on the piano bench — an inconvenient place but a flat surface of approximately the right size. Ages ago, I had put letter labels on the pipes as I did also on the piano keys. Today Peggy banged on the pipes with no apparent recognition of their natural sequence — but as she did so, she recited the letters. The song was about Mary (who had a little lamb), sung while she looked at a picture in the Christmas Carol book of a different Mary with Jesus. Peggy later referred to that picture as the one with “The father of all the animals.” thinking she might refer to the bearded Joseph, I asked her to show me. Peggy located the picture and pointed to a large ox.


3V1230.02 Writing What ? (6/5/81)

Peggy drew a heart on her chalkboard. With Kate’s birth due at any day, her sister’s are much on Peggy’s mind. She drew her favorite shape, a heart, and drew some wiggly lines inside. she asked, “Dad, does that say ‘babies and sisters’?”


3V1233.01 Peggy’s first Word World: a summary description (6/8/81)

SUN (base color) (via UPx N) (help with WALK/SLOWERx2)
GIRL (base color) (Via DOWN x N=4 (started at road)
CAR (help with GREEN) (help with MOVE) (via DOWN x 5) (help with WALK/ FAST)
DOG (base color) (help with MOVE) (via DOWN x 1)
HOUSE (help with WALK/HALT) (via DOWN x 1) (base color)
VAN (help with BLUE) (via DOWN x 6) (help with WALK/TURN)
TRUCK (help with GREEN) (via DOWN?) (FAST & FASTER)
PLANE (help with RED) (via FLY)
JET (base color) (via FLY) (help with FASTER)
BIRD (help with RED) (via FLY)
OAK (help with MOVE)
novel: Peggy introduced ZOOM; I taught it to Logo as FAST and FASTER
MAN (help with WALK)

Later in the evening, after SHE crashed the system and I brought it up) Peggy began making a new world. First a house, then (with some interventions on my part) a PINE. AS I did other things, Peggy kept asking for help. The slogan that evolved in this situation was “Look at the word. The word tells you what letters to type.” this bizarre slogan represents a completely new definition of what a word IS.


3V1234.01 A New Way of Presenting Words (6/9/81)

Peggy’s biggest problem in typing words [from a list] was recognizing which word she was copying to the keyboard. I began telling her to look at the first letter of the word and to remember what it was, emphasizing it that way and by identifying it by her personal name, “That begins with the Scurry letter,” etc. One can present them differently. The words are now on five 4×6″ cards, grouped as things, people, color words, place words (plus fly) and speed words. I can, instead present them on color coded (for grouping) and on individual cards — thus Peggy could better explore for herself the meaning of the words. I will do that for this morning.


3V1234.02 Peggy’s Reception of Card-words (6/9/81)

After setting up the world subsystem with last minute perfections, I went off to the dentist, leaving four sets of cards stacked separately near the computer with the WORLD word leaning against the front of it. I left with the WORLD display set up, with a HOUSE in place and a JET ZOOMing across the sky.

When I returned later (having left everyone asleep except Gretchen), Peggy came to greet me and asked excitedly that I come see her new world. She showed me a world cleared of “my” objects with a SUN (which she described as “peeking” [it appeared at the bottom of the screen and was less than half visible]. The words WORLD, SUN, and UP had been typed (the latter five or more times). Who did it ? PEGGY. Who showed her how ? NO ONE. Who suggested it ? NO ONE. The WORLD card was still leaning against the front of the computer. SUN topped one stack on the back of it and UP topped another at its side.

As Peggy played with her WORLD later in the day, it was clear that she had become quite comfortable in copying letters from left to right (and could do so with no errors)/ I heard her several times say (for a sequence of all the letters in a card word) “it tells me (optional letter name)” as she touched the first letter on the card and then the letter on the keyboard.


3V1234.03 Reading: one word at a time (6/9/81)

Peggy played with the computer — off and on — during most of the day. Mostly she was “on.” (She even left the supper table to play with her “world”) although she took a break now and again to have a snack or to join Robby and Miriam when they were out working on the lawn.

At the beginning of the day, she needed help finding the card word which would do what she wanted. (And at one point she typed PAINTGR #. I noted she needed a space between the words.) Several times at least she saw me pick up a deck of cards and sort through them for the card she sought.
This evening, as we adults were deciding to go to bed, Peggy mentioned wanting to make something FLY. I pointed out BIRD was on top of one pile of cards (she proceeded to type that word). FLY was (I believe but am not certain) was also readily at hand. After making BIRD FLY in two separate commands, Peggy complained that her BIRD was not going fast enough… “You want it to ZOOM like the cars and the trucks ?” I asked. She agreed and extracted the appropriate card. “How do you know that?” I asked (expecting an answer relating to the initial ‘Z’). Peggy replied, “it’s got an ‘M’, two ‘O’s, and one of these things.” Peggy, that is, discriminated one target word (her target) from a number of similar card words (there are nine others printed in red marker on white 4×6 cards), pronounced its associated value when found and justified her judgment by referring to a decomposition of the thing into known elements. What else would one ask as a demonstration that she was reading one word at a time ? That she understand it’s meaning ? She did so (it makes things go fast) because that pre-established meaning was encoded at her request and became one of the most popular verbs she applied to her objects.

Another point, somewhat earlier. Peggy said she wanted to paint a dog green. The packs of cards were jumbled and I asked, “Where are all the paint cards?” And she inquired further, “You mean the ones with the space?” That is, she now clearly discriminates that class of cards with a minimal phrase (two words) from a single word, recognizing the space character as a delimiter.

It will be interesting to see in our next experiment if I can introduce Peggy to two word sentences, such as CAR ZOOM. FISH SWIM, etc, BOAT SAIL…. Maybe this needs another world (and how about PAINT GREEN GIRL and PAINT GIRL GREEN ? (note this idea was followed up by creation of the CITY world.)


3V1238.01 Debugging Spellings (6/13/81)

Peggy copies the cards letter by letter, but sometimes she copies wrong. For example, after we returned from the hospital with Kate and Gretchen, and I loaded procedures, Peggy executed WORLD, SUN, UP (many times) then PAINT GREEN; she then tried “VAN”, a familiar shape but a less familiar word; because it was lying upright on the floor, she keyed V, S, N and ‘do it.’ Logo returned the message, “You haven’t told me how to ‘VSN.’

Peggy was really turned off and complained that Logo didn’t know what she meant, “It didn’t work.” As in other cases, I pointed out explicitly her specific error. Later on, Peggy typed “DOWNN”, trying to get her “VAN” down to the road. When the message appeared, she complained, “It didn’t work! (then, looking again) Oops. I got two N’s.” That is, when the same failure appeared, she imitated my analysis.


3V1238.02 Recalling a Word (6/13/81)

Peggy just spelled ZOOM from memory. Two girl shapes were ZOOMing too close together. The FAST card sat nearby so I instructed Peggy to key it. With some trouble, she keyed that familiar word of unknown spelling, copying letter by letter.

Disappointed that the current girl was going slow (fast is slower than ZOOM), Peggy, repeating “Zoomy, zoomy,” to herself executed the procedure by spelling the word from memory. I asked her how she knew how to spell it (since the card was/is nowhere in sight, and she answered that she just remembered it.


3V1239.01 Discovering “Turn” (6/14/81)

After what seemed initially an unproductive session (P177), Peggy discovered the word TURN. Looking through the RED lettered cards (probably for some other word) she selected and keyed it. The TRUCK (or VAN) which was the current objects reversed as directed and Peggy exclaimed, “It turned !”

This does not argue that at that moment she learned the word and semantics of TURN — but it does exemplify how such learning is gradually achievable by a sequence of small discoveries in a rich milieu.


3V1246.01 Edit Shape 16: Miriam makes a pony shape for Peggy (6/21/81)

Miriam made a PONY shape and procedure for Peggy’s BEACH WORLD. After I saved these on a tape and Miriam went away, Peggy took over her computer again, In the interim, somehow the shape had been cleared (perhaps a crash). At any rate, Peggy keyed ES 16 and received a blank grid (this was the shape Miriam had used). When I asked what she was doing, Peggy answered, “I’m making a PONY.” But her goal was too hard. I told her to hold down the shift key and use arrows to move the blinker. She only succeeded at criss cross patterns of straight lines. when asked again what she was making, Peggy replied, “An important thing.” I told her I was glad of that.


3V1247.01 Computer as Word-tester (6/22/81)

Peggy sorts through the cards of the BEACH WORLD – She read the card WORLD with a questioning tone in her voice, then adding “I’ll try it and see,” executed it with considerable satisfaction.

Later, after creating some objects, she sorted through the cards and picked out DOWN. She acted puzzled, then tried it and when it moved the current object, noted it meant DOWN.


3V1247.02 Past tense and conditionals (6/22/81)

For the past month or so, Peggy has been forming past tenses in the typical non-standard way — ie. RUN, RUNNED. (I will have to see if I can get her to discuss this in the next session, P181 now) — to get at the question raised by Seigler of the transformation from chaotic to “rule-governed” behavior.)
Further, Peggy seems to be using conditionals with understanding.


3V1252.01 Pure Conditionals (6/27/81)

Last observation was not accurate or complete. This becomes clear from a very surprising thing Peggy said as she and I had breakfast this morning (actually, I believe she finished first, then returned to the table): “Dad, if I want some orange juice?” I looked at her and asked, “What was that ?” She answered, “If I want some orange juice.” “Do you want me to get you some orange juice?” “No,” she replied, “I said IF.”

From this interchange, it is clear that Peggy appreciates the limiting aspect of using IF but also that she does not recognize its incompleteness.


3V1264.01 TI Speech Editor (7/9/81)

This limited function module appears to do no more that recite letter names. That, however, is now very interesting to Peggy. After watching Miriam and me play with it for a while, she asked to take over. It appears that any combination of letters not separated by a space or some other non-alpha character is treated as an error. Peggy had to be instructed in that (no surprise). She happily keyed random letters (but she still inclined to long strings of repetition whenever she struck a favorite letter, e.g. D) and made the module say them and repeat them. She was proud of her success and claimed “I made a real nice procedure, didn’t I ?”


3V1265.01 Fireman’s Bazaar: a broken heart for Daddy (7/10/81)

This evening the three children and I went to the fair. Robby and Miriam disappeared instantly and left me with Peggy. We watched some square dancers then sauntered over in the direction of the merry go round. Peggy’s eyes lit up and she asked if we could go on it.

I bought two tickets and when it next stopped put her on the horse of her choosing. She broke my heart then — I asked if she wanted me to ride with her and she said “No,” she wanted to ride by herself. I advised her to hold on tight and stepped back, consoling myself that she could ride twice as much by herself and that I will have my turn again, with Kate.


3V1266.01 Implicit Instruction: speech generated alphabet (7/11/81)

Peggy asked to play with the speech generator. I set it up and keyed in the alphabet — for no particular reasons other than to test it’s functioning — then realized that this extended symbolic object, of marginally greater interest to me than random letters, was now an artifact of our information world.[?]


3V1267.01 Computer-based cuisenaire rods (7/12/81)

Peggy enjoyed playing with the Cuisenaire rods during out experiment P181. Either in that one or the next P182, Peggy first accomplished a set of “stairs.”

After the end of the experiment, she continued playing with rods and I heard her mention (at a point where she omitted the 3-length green rod from a series) “Oops. I left out the poor little green one.” After knocking them over and restarting, she went on to omit the 4-length and said something similar – perhaps “left out the purple-y”


3V1270.01 Alphabets: the litany and “A is for Apple…” (7/15/81)

Today Peggy was singing, chanting material about the alphabet. She has “ABCD” pretty well, but later on always goes “L-O-M-O-P” The similarity of M and N appears to confuse her. She also repeated several times, “A is for Apple, B is for Ball…”


3V1271.01 Singing: [Come down the stairs…I never did intend to marry a soldier]

Peggy started down the stairs and sang, “Come down the stairs, Pretty Peggy-O….I never did intend to marry a soldier…”


3V1275.01 Computer “rods” (7/20/81)

Seeing the trouble she had with the rods always falling over, I asked is a Rods microworld would be easier to manipulate and thus intellectually more accessible to her. So I proceeded to make one, substituting (a later idea) the blinking of numbers in place of partial blanks — that is the active rod is so indicated by its number name flashing at the center (end unit) of rotation.

After introducing this system (P182) later the same day, Peggy;s spontaneously adopted the objective of building a set of stairs on the table and achieved that objective. Since then, she has usually made such a construct whenever she plays with it.

This is not entirely true — for Peggy has used the active rod (usually the white one) driving it over the other rods to make them disappear. I left this feature in the system as a child-correctable bug — ie when a rod has holes in it, it can be repaired by rekeying it’s number name. when I saw Peggy had made all the rods disappear, I asked her where they were. Miriam responded that Peggy had made the white one “eat” them . I don’t know if the idea and word were Miriam’s or Peggy’s.


3V1277.01 First nearly complete Alphabet song (7/22/81)

Peggy is much interested in the alphabet. Recently she sat on the couch reading Richard Scary’s book, saying what the letter picture correspondences implied, “A is for Apple,” etc. Getting stuck once or twice she asked me to tell her what was intended by the picture (eg. Q and R showed a queen and a rug, and Peg didn’t know what to make of the pictures.)

Today, Peggy, Miriam and I were in the living room. Peggy began singing the alphabet song. Neither the melody nor sequence was perfect, but the melody was tolerable and the alphabet was expressed with correct chunks — more or less. Peggy knew she couldn’t complete the song — so she asked Miriam for help. The girls sang together and then, skipping about the room, Peggy sang the alphabet in complete form for the first time, solo. Not quite perfect, she still sings “L-O-M-O-P.”


3V1284.01 “Supposed to” (7/31/81)

This phrase seems to carry a lot of meaning for Peggy — almost a weight equivalent to natural law. I can now no longer recall the particular application Peggy made of this phrase.

note written 8/30/81


3V1286.01 Singing: a mnemonic method for Peggy; her catalog (1/31/81)

This is a very important method of recalling, perhaps even thinking, for Peggy. Let’s try to list her songs:
The FOX – her oldest favorite; well known lines and jungles
The Old Woman Who Swallowed a Fly (Burl Ives movie sound track)
New York, New York (She thinks it’s about a car)
ABCD (She sings it imperfectly; Robby and Miriam help her out).
Oh Dear What Can the Matter Be [Johnny gets confused with him of “The Fox”]
Made up songs


3V1288.01 Pathetique Sonata: Peggy’s valuation (8/2/81)

I began to play the adagio cantabile from Beethoven’s Pathetique Sonata. I was amazed and delighted at Peggy’s spontaneous comment that the song was very beautiful.


Peggy Study, Panel P174

Themes: Language Development, Object Exploration, Social Interaction: Computer Use
Source: (Lawler); date: tbd

Text commentary: The computer used here, a TI-99 PC, was the MIT Logo Project development machine; when the Lab shipped TI-Logo to Texas Instruments, Seymour Papert released the machine for use in my developmental study of Peggy for for my creation of what we came to call computer based microworlds.

P174A Using ABC Program, 29mb

P174B1 Monkey Jump (Hanoi Tower), 19mb

P1744B2 Monkey Jump (Hanoi Tower), 18mb

P174C Discrete Substance, 27mb

P174D1 Colored Blocks, 24mb

P174D2 Colored Blocks, 9mb

P174E Plastic Letters, 16mb

P174F Toy Animals Play, 8mb


Peggy Study, Panel P177

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: mid-Q14

Title: The BEACH Microworld, Standard Objects and Cuisenaire Rods, Introducing baby Katy
Text commentary: These clips show Peggy’s comfortable use of the Beach microworld, at about 16-17 months of age.
The computer used here, a TI-99 PC, was the MIT Logo Project development machine; when the Lab shipped TI-Logo to Texas Instruments, Seymour Papert released the machine for use in my developmental study of Peggy for my creation of what we came to call computer based microworlds.

P177A Beach MicroWorld, with Bob, 15mb

P177B1 Peg Using Beach, 24mb

P177B2 Peg Using Beach, 27mb

P177B3 Peg Using Beach, Nmb

P177B4 Peg Using Beach, 10mb

P177C1 Objects plus Cuisenaire Rods, 17mb

P177C2 Introducing Kate, 12mb

P177D Using Beach Again, 19mb


Peggy Study, Panel P180

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: tbd

Title: Bringing Kate onstage, Problem Solving
Text commentary: These clips show ??; Why important ??

P180A With baby Kate, 22mb

P180B1 Beam Balance, 20mb

P180B2 Beam Balance, 16mb

P180C1 Colored Blocks, 22mb

P180C2 Colored Blocks, 11mb

P180D Cuisenaire Rods, 26mb

P180E Problems & Counting, 12mb

P180F Juggling, 8mb

P180G Computer Words, 8mb


Peggy Study, Panel P184

Themes: Conservation of Substance test; playing with Objects; Computers, Words, Bits of scripts
Source: (Lawler); date: late July, 1981

Title: Peggy near Three and a Half
Text commentary: the materials are here integrating themes from three different streams: physical object studies, psychological research, and symbolic affordances of new technologies.

P184A Clay Conservations, 41mb

P184B Legos, 27mb

P184C TI-99 ABC Program, 28mb

P184D The Girl & the Cow, 12.5mb

P184E Two Letter Words, 12.8mb

P184F Standard Objects, 23mb