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Chapter 5
Initiating and Planning Systems Development Projects
Chapter Overview
Chapter 5 introduces students to the second phase of the SDLC: project initiation and planning. Project
initiation includes those activities that assist in organizing a team to conduct project planning. During
project initiation, one or more analysts work with a customer to establish work standards and
communication procedures. Project planning is the process of defining clear, discrete activities and
the work needed to complete each activity. The Project Charter is the document that initiates the project
and this document is critical to the planning process and indeed to the systems project as a whole. The
Project Charter is the final document produced at the end of project initiation, shown at the end of the
process in Table 5-1. The objective of the project planning process is the development of a Baseline
Project Plan (BPP) and the Project Scope Statement (PSS), shown at the end of the process in Table
5-2. The BPP becomes the foundation for the remainder of the development project. The PSS produced
by the team clearly outlines the objectives and constraints of the project. The size, scope, and
complexity of a project dictate the comprehensiveness of the project planning process and resulting
documents, similar to the project initiation process. In the real world, many of these documents might
be combined or in very short informal projects the Project Charter may serve all of these purposes. All
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Chapter 5 Modern Systems Analysis and Design, 7th edition Instructor’s Manual
of the documentation and processes referred to in Chapters 3 and 4 are referenced from the Project
Management Body of Knowledge (PMBOK, 2008) produced by the Project Management Institute.
An important aspect of the project initiation and planning process focuses on the assessment of a
project’s feasibility and risk. Chapter 5 describes several types of feasibility, including economic,
technical, operational, schedule, legal and contractual, and political. Students will find that the
economic feasibility assessment techniques described in this chapter are similar to techniques they
learned in a prior managerial accounting or finance course. Other forms of feasibility assessment are
likely to be new. The extent to which you focus on each aspect of feasibility is influenced by your
overall curriculum.
Pine Valley Furniture’s WebStore is used to demonstrate how initiating and planning systems
development projects for Internet-based applications are similar to more traditional systems
development activities. This section briefly discusses how Jim Woo and Jackie Judson initiate and
plan PVF’s WebStore.
Instructional Objectives
Specific student learning objectives are included at the beginning of the chapter. From an instructor’s
point of view, the objectives of this chapter are to:
1. Illustrate the steps involved in the project initiation and planning process.
2. Explain the need for and describe the contents of a Project Scope Statement and Baseline Project
Plan.
3. Provide a comprehensive overview of the various methods for assessing project feasibility.
4. Explain the differences between tangible and intangible benefits and costs and between one-time
and recurring benefits and costs.
5. Illustrate how to perform cost-benefit analysis and describe what is meant by the time value of
money, present value, discount rate, net present value, return on investment, and break-even
analysis.
6. Describe how to evaluate the technical risks associated with a systems development project.
8. Prepare your students to develop a plan for conducting a term project involving several phases of
systems development using the SDLC or other methodologies.
9. Compare and contrast the initiation and planning of Internet-based electronic commerce
applications to the initiation and planning process for more traditional applications.
Classroom Ideas
1. Chapter 5 introduces several concepts and terms central to understanding the project initiation
and planning process. Ask your students to review this chapter’s key terms. Use Review Question
2 to assess whether your students understand the chapter material.
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Chapter 5 Initiating and Planning Systems Development Projects
2. During your lecture, use the tables and figures in this chapter to illustrate the major concepts.
Link the processes described in the chapter to a specific example, such as Pine Valley Furniture.
This is a good way for students to understand the chapter’s more abstract concepts. Given the
interrelatedness of Chapters 5 and 6, you may want to blend the tables and figures from these
chapters. As part of your lecture, have students suggest various costs and benefits that might arise
with specific systems. One alternative is to briefly describe a systems development project with
which you have been involved and ask the students to list the possible costs, benefits, and risks
that would be part of a feasibility assessment for that system.
3. An alternative to lecturing on this chapter is to lecture from the Review Questions, Problems and
Exercises, and Field Exercises. Pose selected questions to your students, focusing the discussion
on specific, important concepts. Problems and Exercises 2, 3, 4, 5, and 6 are good problems to
work on in class.
4. Another very effective in-class exercise is to ask students who have been on systems development
teams to compare their experiences to the concepts presented in Chapter 5. This discussion is a
good method for elaborating on alternative ways for identifying and selecting information
systems projects. This comparison can be done through discussions of Field Exercises 3, 4, 5, or
6.
5. If you have access to practicing systems analysts, an insightful activity is to invite them into your
class to discuss how they initiate and plan projects in their organizations. Ask them to provide
certain types of documentation, such as the Table of Contents for the equivalent of the Baseline
Project Plan and Statement of Work, project schedules and work descriptions, feasibility tables
or spreadsheets, and team organization descriptions. Some organizations have formal documents
called business cases that must accompany any project request; if possible, ask your guests to
outline what their organizations consider to be the ideal format for a business case.
6. Discuss with your students the viability of economic feasibility assessments. How accurate and
helpful are classical cost-benefit analyses of information systems? What measures of economic
worth apply to systems projects? Should information systems be treated as investments,
necessary costs, enablers of change, or otherwise? Information Economics by M.M. Parker and
R.J. Benson, listed in the References section at the end of the chapter, provides several good
ideas on alternative ways for viewing the economics of information systems. You may wish to
locate more recent publications in both trade and academic publications, since this is a recurring
topic in our literature. Feasibility is often discussed in the introductory MIS class, so link this
topic to what students have studied in prior courses. Remind your students that even when
classical economic feasibility is assessed at this stage of a project, often only categories of costs
and benefits, not actual dollar values, can be fixed at this point. The incremental commitment
and frequent review nature of systems projects means that the economic feasibility (as well as
other feasibilities) are reassessed at each project review point, with a decision to continue,
redirect, or terminate the project as an outcome.
7. Ask your students to identify several different types of businesses. Next, ask your students to
identify Internet-based electronic commerce applications for these businesses. Using the
feasibility criteria presented in this chapter, ask your students to justify the development of these
applications.
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Chapter 5 Modern Systems Analysis and Design, 7th edition Instructor’s Manual
8. Have your students use one of the above scenarios or if you are using “real” external service-
learning projects, they could form the basis for a walkthrough presented to the class, using the
guidelines given in Table 5-8.
Page 144
19. Time Value of Money (TVM) 15. Schedule feasibility
11. Political feasibility 17. Tangible cost
13. Project Scope Statement (PSS) 20. Walkthrough
3. Business case 18. Technical feasibility
5. Economic feasibility 9. One-time cost
10. Operational feasibility 12. Present value
14. Recurring cost 16. Tangible Benefit
4 Discount Rate 8. Legal and contractual feasibility
6. Intangible benefit 7. Intangible cost
1. Business Project Plan
2. Break-even analysis
b. Economic feasibility identifies the financial benefits and costs associated with a development
project. Legal and contractual feasibility assesses potential legal and contractual
ramifications due to the construction of a system. Operational feasibility assesses the degree
to which a proposed system solves business problems or takes advantage of business
opportunities. Political feasibility evaluates how key stakeholders within the organization
view the proposed system. Schedule feasibility determines the degree to which the potential
time frame and completion dates for all major activities within a project meet organizational
deadlines and constraints for affecting change.
c. Intangible benefits are derived from the creation of an information system that cannot be
easily measured in dollars or with certainty. Tangible benefits are derived from the creation
of an information system that can be measured in dollars and with certainty.
d. Intangible costs are costs associated with an information system that cannot be easily
measured in terms of dollars or with certainty. Tangible costs are those costs associated with
an information system that can be measured in dollars and with certainty.
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Chapter 5 Initiating and Planning Systems Development Projects
2. Project initiation focuses on activities that assist in organizing a team to conduct project planning.
The types of activities performed during project initiation are listed in Table 5-1. Project planning
is the process of defining clear, discrete activities and the work needed to complete each activity
within a single project. The objective of the project planning process is the development of a
Baseline Project Plan (BPP) and a Project Scope Statement (PSS). The range of activities
performed during project planning is shown in Table 5-2.
3. The Baseline Project Plan (BPP) contains all information collected and analyzed during project
initiation and planning. The plan reflects the best estimate of the project’s scope, benefits, costs,
risks, and resource requirements given the current understanding of the project. The BPP
specifies detailed project activities for the next life cycle phase, analysis, and less detail for
subsequent project phases (these depend on the results of the analysis phase). The content and
format of a BPP depends on the size, complexity, and standards of an organization; therefore,
plans may differ widely in format and content even within a single organization across multiple
projects.
4. Net present value (NPV), return on investment (ROI), and break-even analysis (BEA) are three
methods for performing economic cost-benefit analysis. These methods are listed and described
in Table 5-6. NPV uses a discount rate determined from the company’s cost of capital to establish
the present value of a project. ROI is the ratio of the net cash receipts of the project divided by
the cash outlays of the project. BEA finds the amount of time required for the cumulative cash
flow from a project to equal its initial and ongoing investment.
5. The project feasibility factors are economic, technical, operational, schedule, legal and
contractual, and political. Economic feasibility identifies the financial benefits and costs
associated with a development project. Technical feasibility assesses the development
organization’s ability to construct a proposed system. Operational feasibility assesses the degree
to which a proposed system solves business problems or takes advantage of business
opportunities. Schedule feasibility determines the degree to which the potential time frame and
completion dates for all major activities within a project meet organizational deadlines and
constraints for affecting change. Legal and contractual feasibility evaluates the potential legal
and contractual ramifications due to the construction of a system. Political feasibility evaluates
how key stakeholders within the organization view the proposed system. No one factor is “most”
important; one factor may be more important in some situations, whereas another factor is more
important in other situations.
6. The potential consequences of not assessing and managing technical risks include failure to attain
expected benefits from the project, inaccurate project cost estimates, inaccurate project duration
estimates, failure to achieve adequate system performance levels, and failure to adequately
integrate the new system with existing hardware, software, or organizational procedures. The
most serious consequence would be project failure or abandonment in the middle of the project.
7. Numerous factors are used to assess a project’s risk, including project size, project structure and
familiarity of the development group with similar systems and technology, and the familiarity of
the user group with the systems development process. Table 5-7 lists and describes these risk
factors in more detail.
8. The two primary benefit categories from an IS project are tangible benefits and intangible
benefits. Tangible benefits are benefits derived from the creation of an information system that
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Chapter 5 Modern Systems Analysis and Design, 7th edition Instructor’s Manual
can be measured in dollars and with certainty. Intangible benefits are benefits derived from the
creation of an information system that cannot be easily measured in dollars or with certainty.
9. Intangible benefits are derived from the creation of an information system and cannot be easily
measured in dollars or with certainty. Competitive necessity, more timely information, improved
organizational planning, and increased organizational flexibility are four possible intangible
benefits. Additional intangible benefits are listed in Table 5-3. Some intangible benefits may also
be unique to a specific project or industry, which is why it is important to fully understand the
organizational environment in which the system will be operated.
10. The time value of money (TVM) refers to the concept of comparing present cash outlays to future
expected returns. A dollar today is worth more than a dollar one year from today because money
can be invested. The rate at which money can be borrowed or invested is called the cost of capital
and is called the discount rate for TVM calculations.
11. A structured walkthrough occurs when a peer group systematically reviews a product created
during the systems development process. The objective of this review is to assure that the product
conforms to organizational standards and that all relevant parties understand and agree with the
information contained in the product (e.g., a Baseline Project Plan). Most walkthroughs are not
rigidly formal or exceedingly long in duration. It is important, however, that a specific agenda be
established for the walkthrough so that all attendees understand what is to be covered and the
expected completion time.
At walkthrough meetings, individuals play specific roles. A coordinator plans the meeting and
facilitates a smooth meeting process. This person may be the project leader or a lead analyst
responsible for the current life cycle step. The presenter describes the work product to the group.
The presenter is usually an analyst who has done all or some of the work being presented. A user
(or group) assures that the work product meets the needs of the project’s customers. This user
would usually be someone not on the project team. A secretary takes notes and records decisions
or recommendations made by the group. This may be a clerk assigned to the project team, or it
may be one of the analysts on the team. The standards bearer assures that the work product
adheres to the organization’s technical standards. Many larger organizations have staff groups
within the unit responsible for establishing standard procedures, methods, and documentation
formats. These standards bearers validate the work so that others can use it in the development
organization. A maintenance oracle reviews the work product in terms of future maintenance
activities. The goal is to make the system and its documentation easy to maintain.
2. Use of a PC at work provides several tangible benefits. For one, it helps reduce labor costs. For
example, documents can be prepared, edited, and copied faster with a PC and word processing
software than without this equipment. The use of a word processor and spreadsheet helps reduce
errors in spelling and in calculations. If the right software is used, spreadsheets and graphics can
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Copyright © 2014 Pearson Education, Inc. publishing as Prentice Hall
Chapter 5 Initiating and Planning Systems Development Projects
be embedded within word processing documents, allowing greater flexibility in creating and
integrating documents. File and network management software allows greater control over work
quality and workflow. Use of project management software helps improve resource control and
project outcome quality. For example, spreadsheet analysis helps shorten and strengthen the
decision-making process. Given these tangible benefits, the use of a PC seems beneficial.
Use of a PC at work provides several intangible benefits. For one it can increase employee morale
and customer satisfaction as processes will be smoother, faster, and less error prone. Better
decisions can result from what-if analysis using spreadsheets and other software to help explore
additional alternatives, which can also lead to increased confidence and ability to assess multiple
situations efficiently. New employees can more easily be trained as processes are streamlined
and embedded in systems, thus they can more easily learn and understand the business. Database
software and accompanying forms, reports, and query results can provide information that would
otherwise not be available and in a timelier manner, which can also improve marketing, decision
making, and customer service response time. Increases in efficiency and effectiveness of
processes can free employees from mundane, routine tasks and give them more time to think and
thus enlarge the intellectual and knowledge aspects of their jobs, which can lead to increased
innovation, creativity, and job satisfaction. Given these intangible benefits, the use of a PC seems
beneficial.
The analysis of intangible benefits supports that done for tangible benefits as the two types of
benefits are complementary. Given both the tangible and intangible benefits and the interplay
between them, the use of a PC seems very beneficial.
3. There are several one-time costs, including equipment purchase or lease, equipment installation,
hardware and software, and disruption to the rest of the organization. The purchase of the
equipment (web server, cabling, installation, and software) presents substantial one-time costs.
Structural modifications to the facilities where the server will reside may be required (electrical
outlets, cooling, lighting, door locks, and other security devices). These possible structural
modifications represent one-time costs. Recurring costs include the costs of maintaining and
replacing equipment and software, updating the website, renewing the domain names, and for the
personnel required to fulfill these tasks.
4. Students should estimate, as best they can, the dollar figures for each of the costs they
described in their answer for Question 3. In addition, they should quantify, as best they can,
the benefits from such a system. They should then present an analysis with each of the items
provided in the spreadsheet for the previous question. For the answer provided above for
Problems and Exercises 3, let us assume that the one-time costs of implementing the website
are $50,000 and the recurring costs are $10,000 per year. Assume the benefits are $40,000 per
year. The following spreadsheet analysis provides an economic summary of this situation.
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Chapter 5 Modern Systems Analysis and Design, 7th edition Instructor’s Manual
NPV of all Costs $ (50,000) $ (58,929) $ (66,901) $ (74,018) $ (80,373) $ (86,583) $ (86,583)
Break-Even Analysis
Yearly NPV Cash Flow $ (50,000) $ (23,214) $ 702 $ 22,055 $ 41,120 $ 59,748
Overall NPV Cash Flow $ (50,000) $ (73,214) $ (72,513) $ (50,458) $ (9,337) $ 50,411
5. The following is a sample project scope statement for the new website.
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Chapter 5 Initiating and Planning Systems Development Projects
Problem/Opportunity Statement:
The current web server hosted by another company is not functioning well and is difficult to
develop on without direct access.
Project Objective:
To enable the developers to have direct access to a web server to maintain uptime, access logs,
and host multiple websites.
Project Description:
A new web server will be bought, cabling and connected to the Internet. Another workstation
will be added for development and administration purposes. The project will follow typical
project practices.
Business Benefits:
Improve uptime of the websites
Allow developers direct access to the web server for complex coding tasks
All to develop multiple websites
Project Deliverables:
Web Server systems analysis and design
Web server documentations
Functioning website on equipment
Administration workstation completed
6. The following spreadsheet summarizes the economic analysis requested in this question.
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Copyright © 2014 Pearson Education, Inc. publishing as Prentice Hall
Chapter 5 Modern Systems Analysis and Design, 7th edition Instructor’s Manual
NPV of all Costs $ (75,000) $ (106,818) $ (135,744) $ (162,040) $ (185,945) $ (207,678) $ (207,678)
Break-Even Analysis
Yearly NPV Cash Flow $ (75,000) $ (30,925) $ 7,911 $ 42,116 $ 72,229 $ 103,275
Overall NPV Cash Flow $ (75,000) $ (105,925) $ (98,015) $ (55,899) $ 16,330 $ 119,606
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Chapter 5 Initiating and Planning Systems Development Projects
1.0 Introduction
A. Project Overview – The current web server hosted by another company is not functioning well
and is difficult to develop on without direct access.
B. Recommendation – A full analysis and design process needs to be undertaken before the
equipment is purchased.
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Copyright © 2014 Pearson Education, Inc. publishing as Prentice Hall
Chapter 5 Modern Systems Analysis and Design, 7th edition Instructor’s Manual
NPV of all Costs $ (75,000) $ (106,818) $ (135,744) $ (162,040) $ (185,945) $ (207,678) $ (207,678)
Break-Even Analysis
Yearly NPV Cash Flow $ (75,000) $ (29,545) $ 11,777 $ 49,343 $ 83,493 $ 114,539
Overall NPV Cash Flow $ (75,000) $ (104,545) $ (92,769) $ (43,426) $ 40,067 $ 154,607
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Chapter 5 Initiating and Planning Systems Development Projects
NPV of all Costs $ (75,000) $ (111,364) $ (144,421) $ (174,474) $ (201,795) $ (226,631) $ (226,631)
Break-Even Analysis
Yearly NPV Cash Flow $ (75,000) $ (34,091) $ 3,099 $ 36,908 $ 67,644 $ 95,585
Overall NPV Cash Flow $ (75,000) $ (109,091) $ (105,992) $ (69,083) $ (1,439) $ 94,146
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Copyright © 2014 Pearson Education, Inc. publishing as Prentice Hall
Chapter 5 Modern Systems Analysis and Design, 7th edition Instructor’s Manual
Break-Even Analysis
Yearly NPV Cash Flow $ (75,000) $ (34,091) $ 3,099 $ 36,908
Overall NPV Cash Flow $ (75,000) $ (109,091) $ (105,992) $ (69,083)
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Copyright © 2014 Pearson Education, Inc. publishing as Prentice Hall
Chapter 5 Initiating and Planning Systems Development Projects
NPV of all Costs $ (80,000) $ (120,541) $ (157,064) $ (189,967) $ (219,610) $ (246,315) $ (246,315)
Break-Even Analysis
Yearly NPV Cash Flow $ (80,000) $ (75,495) $ (63,321) $ (45,041) $ (21,986) $ 4,720
Overall NPV Cash Flow $ (80,000) $ (155,495) $ (218,817) $ (263,858) $ (285,844) $ (281,124)
NPV of all Costs $ (80,000) $ (120,179) $ (156,052) $ (188,082) $ (216,681) $ (242,215) $ (242,215)
Break-Even Analysis
Yearly NPV Cash Flow $ (80,000) $ (75,536) $ (63,578) $ (45,783) $ (23,540) $ 1,994
Overall NPV Cash Flow $ (80,000) $ (155,536) $ (219,114) $ (264,897) $ (288,437) $ (286,443)
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warmly by the hand, as he inquired whether he knew him. Ewart
replied in the negative. A short explanation sufficed. The stranger
was the father of the child whom he had saved, come to tender his
thanks in a more substantial manner than was in his power on the
retreat in Holland. He had since that period been raised to the rank
of sergeant-major, and the little orphan was then a thriving boy at
home with his grandmother. He insisted on presenting Ewart with a
sum of money, but the offer was firmly rejected. He pressed him,
however, to accept a silver watch as a memento of his gratitude.
With the exception of a small portion of the regiment which took
part in the Peninsular War, the Scots Greys were not again called
abroad till 1815. During the intervening period, no opportunity of
distinguishing themselves occurred. Ewart, who had borne himself
with uniform propriety, and gained the esteem of his superior
officers by his soldierly conduct, was early advanced as a sergeant,
while his skill in the sword exercise procured him further emolument
by being appointed master-of-fence to the regiment. The unlooked-
for escape of Napoleon from Elba gave a new impulse to the military
ardour of this country. The Greys, as well as the household troops,
were called to arms, and in the short but important campaign in
Belgium, covered themselves with glory on the plains of Waterloo.
The splendid charge of General Ponsonby’s cavalry brigade—
composed of the First Royals, Greys, and Inniskillings—is matter of
history. It was in one of those dashing affairs on the 18th, when
covering the Highland brigade against a dense mass of Invincibles,
that the two eagles were captured by the Greys and Royals. As the
cavalry passed through the open columns of the Highlanders, the cry
of “Scotland for ever!” created an enthusiasm which nothing could
withstand, and the French infantry were scattered before them.
Upwards of two thousand prisoners were taken in this single onset.
Sergeant Ewart was engaged hand to hand with an officer, whom he
was about to cut down, when a young ensign of the Greys interceded
in his behalf, and desired that he might be passed to the rear. He had
scarcely complied with the request, when, on hearing the report of a
pistol, he turned and beheld the ensign falling from his saddle, and
the French officer in the act of replacing the weapon with which he
had savagely taken the life of his preserver. Enraged at the
ingratitude of the Frenchman, Ewart immediately turned upon him,
and, deaf to his supplications, cut him down to the brisket. This was
the work only of a moment, for the conflict still raged, the French
infantry having been supported by a numerous array of cuirassiers
and lancers. Dashing forward, he now came within reach of the
standard-bearer of one of the Invincible regiments to which they
were opposed. A short conflict ensued, when the French officer fell
beneath Ewart’s sword, and the staff of the eagle stuck fast in the
ground, which was soft, so that he was enabled to lay hold of it
without further trouble. Had the standard fallen, he could not have
recovered it in the melée. Wheeling round, Ewart was in the act of
making off with his prize, when a lancer, singling him out, galloped
forward and hurled his spear at his breast. With all his reputed
quickness in defence, he had just strength enough to ward off the
blow, so that the lance merely grazed his side; then raising himself in
his stirrups, he brought his antagonist to the ground with one cut of
his sword. In riding away with the valuable trophy, Ewart
experienced another narrow escape—a wounded Frenchman, whom
he had supposed to be dead, having raised himself on his elbow, and
fired at him as he passed. The ball fortunately missed him, and he
escaped to the rear, when he was ordered to proceed with the
standard to Brussels.
The prowess of Ewart was greatly applauded, not less in Belgium
and France than in Britain, and he subsequently, through the
influence of the late Sir John Sinclair, obtained a commission in a
veteran battalion as a reward for his services. When in Edinburgh in
1816, he was invited to a Waterloo dinner at Leith, where Sir Walter
Scott proposed his health in an eloquent and highly complimentary
speech. Little accustomed to civilian society, Lieutenant Ewart felt
diffident to reply; and, in a note to the chairman, begged that he
might be excused, adding, with the bluntness of a soldier, that “he
would rather fight the battle of Waterloo over again, than face so
large an assemblage.” The company, however, would not be denied
the gratification of a full-length view of his person, and he was under
the necessity of shaking off his diffidence by acknowledging the toast
in a brief reply, which he made amidst the rapturous cheers of his
entertainers. He was also publicly entertained at dinner in Ayr and
Kilmarnock, and was presented with the freedom of Irvine.
CATCHING A TARTAR.
By D. M. Moir.
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