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And the fact that we've tried to make it beautiful for them. We didn't want a storefront atmosphere at any time. We wanted to have it as beautiful as possible, and we wanted to have art for the children to see. We wanted to have beauty for them to see. This has made them really proud of it, and I think this is true, not just with the families who come here, but families outside. It's certainly true of the immediate families in the neighborhood. They're really very protective of this agency, really, because they're proud of it.

I think certainly, the impact on the schools must be considerable, because we work very closely with the teachers in the schools, and we do in so many ways. We have actually questions about the particular children. We conduct teacher workshops on general problems of child development. So that we must be doing something, in terms of influencing teachers of the public schools.

We work very well in nursery schools. We have a project now with four nursery schools in this area, and we're sending our staff, with their particular skills, to work with the children directly, with the teachers and with the parents of nursery schools.

On the child level, we're doing what we call “think workshops” for children, and this is a technique of teaching children how to think. It's really teaching them how to make abstract concepts, how to make generalizations, -- it's really teaching them the kinds of things that you have to do on the intelligence test. But it's a very good technique, and the children love it. It's stretching their minds, and we're giving them these workshops, and we're working with the teachers, on problems they want to discuss. Some of the discussions