A mitt wipe is provided for wiping and cleaning waste from the body. The mitt wipe includes a mitt body having a top layer and a bottom layer forming an interior space and a mitt opening. An access flap member is adjacent to the mitt opening and extends outwardly beyond the bottom end of the top layer, and a reinforcing cuff member is adjacent to the bottom end of the top layer. A process is provided for making the mitt wipe.

BACKGROUND OF THE INVENTION 
The present invention relates to wipes and processes for making wipes, and 
more particularly to a disposable child mitt wipe for wiping and cleaning 
waste from the body, and a process for making the same. 
From birth to an age of about two years old, a little boy or girl will wear 
diapers until he or she is ready for the toilet training process. Some 
children may start the toilet training process as early as the age of 
fifteen months, while others may not be ready until after the age of two. 
The age at which a child will begin this training process is dependent 
upon many factors, some of which are psychological, some physiological, 
and some unique to each individual child. 
The total toilet training process embraces a number of aspects, some of 
which may or may not apply to each child. One aspect of the total toilet 
training process is the change from diapers to training pants to help the 
child understand that he or she may now more easily use the toilet, just 
like grownups. 
Another aspect of the total toilet training process includes parental or 
caregiver instruction as a positive encouragement and reinforcement to the 
child that he or she should now be using the toilet, instead of using 
diapers or the like. Related to parental or caregiver instruction can be 
the use of written materials oriented to children at this particular age. 
Still another aspect of the total toilet training process includes the 
examples of older brothers or sisters that have already proceeded 
successfully through this process. Generally, the younger untrained 
brother or sister will want to imitate the older trained brother or 
sister. 
Yet another aspect of the total toilet training process includes cleanup 
after going to the toilet, especially after a bowel movement. In this 
case, parents or caregivers will desire that their children eventually 
become independent in cleaning themselves after going to the toilet. This 
means that two areas must be addressed by both the parents, or caregivers, 
and the child; one is how the child cleans up, and the other is how well 
the child cleans up. 
In addressing the cleanup aspect of toilet training, parents or caregivers 
will usually first introduce their child to conventional bathroom tissue, 
i.e., toilet paper. Although it is understandable that the use of toilet 
paper may be the first method attempted by parents or caregivers to assist 
their child in cleaning up, it poses numerous problems for the child. One 
problem is that the tissue, of which the toilet paper is made, may not be 
strong enough to withstand the use by a child. If the child uses too 
little toilet paper, the toilet paper can tear or puncture during use, 
resulting in a mess on the child and anything within reach of the child. 
This presents sanitary problems, and can be a discouragement and 
frustration to the child by not being able to independently clean himself 
or herself after going to the toilet. 
Another problem associated with conventional toilet paper is that children 
tend to pull too much toilet paper off of the roll. A bathroom that has 
its floor cluttered with excessive unrolled toilet paper can evoke less 
than encouraging or reinforcing words from the parent or caregiver. 
Furthermore, if the child pulls too much toilet paper off of the roll, it 
is likely that the child will make a large ball of toilet paper, and 
attempt to clean himself or herself with it. This can result in less than 
efficient use of toilet paper, less than efficient cleanup, and quite 
possibly plugging of the toilet. 
Another problem with conventional toilet paper is that it is more difficult 
for a child to manipulate the tissue to his or her bottom in order to 
clean. This is due to children's bodies being differently proportioned 
compared to adult bodies. More specifically, the child's arms may not be 
long enough to easily reach the cleanup area. Most children also do not 
have the necessary manual dexterity to overcome this particular problem. 
This problem is further magnified since the child cannot visually see the 
area he or she needs to cleanup. 
With all of these problems associated with a child using toilet paper, it 
does not come as a surprise that assistance is required. For the child, 
this can be an embarrassment and humiliation in not being capable of 
adequately taking care of himself or herself. Furthermore, a child may, at 
this age, desire privacy and independence. This can be indicated when the 
child closes a bathroom door, when in the past an open door was never a 
concern. If the parent, or caretaker, needs to assist the child, there can 
be a conflict of emotion for the child that may be obstructive to the 
cleanup aspect of the toilet training process. 
One attempt to address some of the above problems is to provide wipes 
specifically designed for use by children. These wipes are generally 
thicker than regular toilet paper, and usually only one wipe is supposed 
to be used. Although these wipes may be thicker and therefore not as prone 
to tear or puncture during use, they still present the problem associated 
with a flat, small wipe that is difficult for the child to manipulate or 
use in a correct manner. As with any unsuccessful attempt in cleanup, the 
child can become discouraged and the toilet training process may be 
delayed. 
Another problem associated with children's wipes is that they can be 
perceived by the child as a "baby" wipe, as opposed to a grownup's 
bathroom tissue. Since the child wants to feel like a grownup who can 
independently cleanup, the use of a product perceived to be intended for 
babies can cause a child to refuse to use the wipe. 
It now can be appreciated that the total toilet training process involves 
many aspects for both the child and the parent or caregiver. Some of these 
aspects affect children differently, or may not even be a factor for a 
particular child. It is this uniqueness of each individual child that 
presents a major challenge for both the child and the parent or caregiver. 
If any of these aspects are unsuccessful, the child's progress through the 
toilet training process can be unnecessarily delayed due to numerous 
failures and frustrations. 
SUMMARY OF THE INVENTION 
In one form of the present invention there is provided a mitt wipe for 
wiping and cleaning waste from the body including a mitt body having a top 
layer with a pair of sides, a bottom end, and a top end, and a bottom 
layer with a pair of sides, a bottom end, and a top end. The top layer and 
the bottom layer form an interior space and an opening at the bottom ends 
thereof. An access flap member at the bottom end of the bottom layer 
extends outwardly beyond the bottom end of the top layer. A reinforcing 
cuff member is adjacent the bottom end of the top layer and includes a 
pair of opposed end portions that are bonded to at least one of the top 
layer and the bottom layer. 
In another form of the present invention there is provided a mitt wipe for 
wiping and cleaning waste from the body including a mitt body of material 
that includes bondable fibers. The mitt body further includes a periphery, 
with a portion of the periphery being bonded to define an interior space 
and an opening. The bonded portion of the periphery has a tear-strength 
equal to or greater than the tear-strength of the material. An access flap 
member extends outwardly beyond the opening of the mitt body, and a 
reinforcing cuff member at the opening is bonded to the mitt body.

DETAILED DESCRIPTION 
Referring primarily to FIG. 1, there is illustrated one embodiment of a 
mitt wipe 20 in accordance with the principles of the present invention. 
Mitt wipe 20 is desirably disposable and flushable. The term "disposable" 
means that the mitt wipe 20 is to be used once for its intended purpose 
and thereafter discarded, not to be used again. The term "flushable" means 
that after the mitt wipe has been used for its intended purpose, it can be 
flushed in a toilet. Although the following description is with reference 
to children, the mitt wipe of the present invention can be designed for 
the elderly, the physically challenged, or the like. 
Mitt wipe 20 comprises a mitt body 22 which includes tapered upper portions 
24, a periphery 26, an interior space 28 (FIG. 2) for accommodating the 
hand of a child, and a mitt opening 30 through which the child can place 
his or her hand. Mitt body 22 further comprises a top layer 32 and a 
bottom layer 40. Top layer 32 includes opposed sides 34, top end 36, and 
bottom end 38. Similarly, bottom layer 40 includes opposed sides 42, a top 
end 44, and a bottom end 46. As can be seen in FIG. 1, both sides 34 of 
top layer 32 and sides 42 of bottom layer 40 have tapering upper portions 
corresponding to tapered upper portions 24 of mitt body 22. 
An access flap member 48 is associated with bottom layer 40 and extends 
outwardly beyond (in a downward direction as viewed in FIG. 1) bottom end 
38 of top layer 32. Access flap member 48 is "associated" with bottom 
layer 40 in that access flap member 48 can be an extension of bottom layer 
40, or can be a separate structural element attached to bottom layer 40 
such that it extends beyond bottom end 38. In this particular embodiment, 
access flap member 48 is an extension of bottom layer 40, and is thus made 
of the same material as bottom layer 40. 
A reinforcing cuff member 50 is associated with top layer 32, so as to 
provide at least two layers of material at mitt opening 30. As illustrated 
in FIG. 2, reinforcing cuff member 50 is constructed as a folded portion 
of top layer 32, and is folded inwardly toward interior space 28. 
Reinforcing cuff member 50 may also be formed from top layer 32 by being 
folded outwardly, or may be a separate structural element. In this 
embodiment, reinforcing cuff member 50 is a folded inwardly portion of top 
layer 32, and has a cuff end 39 disposed within interior space 28. 
Continuing to refer to FIG. 1, a peripheral bond line 54 joins top layer 32 
and bottom layer 40. Peripheral bond line 54 does not bond the total 
periphery 26 of mitt body 22, but only those edge portions of top layer 32 
and bottom layer 40 that must be bonded in order to form interior space 28 
and mitt opening 30. In FIG. 1, peripheral bond line 54 extends along 
sides 34 of top layer 32 and sides 42 of bottom layer 40. The top ends 36 
and 44 are not bonded since, in this embodiment and as will be fully 
described hereafter, mitt body 22 is formed from a layer of material that 
is folded on itself, appropriately bonded, and then cut in order to form 
an individual mitt body 22. If desired, both top and bottom layers 32, 40 
can be separate structural elements that are bonded, not only along their 
mutually facing sides 34, 42, but also along their mutually facing top 
ends 36, 44. 
Reinforcing cuff member 50 is bonded to top layer 32 across its width, 
i.e., a left-to-right direction as viewed in FIG. 1. FIGS. 1-2 illustrate 
the bond between top layer 32 and reinforcing cuff member 50 as two 
parallel bond lines 56. 
In designing mitt wipe 20 of the present invention, it was discovered that, 
in use, the corners or end portions between top and bottom layers 32, 40 
adjacent mitt opening 30 can tear due to the rough handling by a child. 
Once a tear is initiated at these corners, the tear would generally 
propagate along peripheral bond line 54, thereby destroying the structure 
of mitt wipe 20 and frustrating its user. In order to prevent this tearing 
or rupturing at these corners, opposite end portions 52 of reinforcing 
cuff member 50 were bonded to top layer 32 and bottom layer 40. FIG. 3 
illustrates this bonding of reinforcing cuff member 50, top layer 32, and 
bottom layer 40. As illustrated in FIG. 3, it is to be understood that top 
layer 32 and bottom layer 40 are joined, connected, or bonded together, 
even though reinforcing cuff member 50 is positioned between them. 
Reinforcing cuff member 50 thus reinforces mitt opening 30 (FIG. 2) at 
that area of mitt body 22 corresponding to opposite end portions 52 (FIG. 
1) by the overlapping of peripheral bond line 54 and parallel bond lines 
56. 
Reinforcing cuff member 50 also serves other purposes in the present 
invention. One of these is to help the child identify mitt opening 30, 
thereby assisting the child in properly using the mitt wipe 20. Another 
purpose is to allow the child to more easily separate top layer 32 and 
bottom layer 40, particularly when a desired solution has been applied. 
For a child with a limited amount of manual dexterity, separating two 
layers of equal thickness that are pressed flat together can be extremely 
difficult. Reinforcing cuff member 50 thus not only identifies mitt 
opening 30 for the child, but also provides extra thickness to top layer 
32, thereby minimizing the difficulty in separating top and bottom layers 
32, 40 at mitt opening 30. 
The cleanup aspect of the toilet training process is aided by reinforcing 
cuff member 50, which maintains the structural integrity of mitt opening 
30, helps identify mitt opening 30 to the young child, and assists the 
child in separating top and bottom layers 32, 40 so that the child can 
place his or her hand into interior space 28 of mitt body 22. These three 
features have been found to be very useful and helpful in encouraging a 
child during the cleanup aspect of the training process. 
Parallel bond lines 56 also serve to assist the child in visually 
identifying which end of mitt wipe 20 he or she should open in order to 
properly put on mitt wipe 20. Further, bond lines 56 serve to stiffen 
reinforcing cuff member 50 in order to further minimize the difficulty in 
separating top and bottom layers 32, 40 at mitt opening 30. It has been 
found that two layers will be easier to separate by a child when they have 
different thicknesses, and/or when they have different stiffness. The 
purpose and value of reinforcing cuff member 50 should not be 
underestimated in assisting and encouraging a child in the use of mitt 
wipe 20 in his or her cleanup after going to the toilet. 
Although bond lines 56 have been described and illustrated as two parallel 
bond lines, one or more than two bond lines can be utilized. The number of 
bond lines will be dependent upon several factors, such as the physical 
characteristics of the material of which mitt body 22 is made, the type of 
bonding that forms bond lines 56, or the like. 
Access flap member 48 (FIG. 1) is also important, along with reinforcing 
cuff member 50, in the proper fitting and use of mitt wipe 20. As with 
reinforcing cuff member 50, access flap member 48 assists the child in 
properly identifying mitt opening 30 and in easily and properly placing 
mitt wipe 20 over the hand. This is particularly useful when mitt body 22 
includes a solution that tends to adhere top and bottom layers 32, 40 
together, and also when there are a plurality of mitt wipes 20 stacked or 
interfolded together. 
Referring to FIG. 1, tapered upper portions 24 of mitt body 22 provide a 
geometric form to mitt body 22 that better fits the outline of a child's 
hand, which assists the child in properly fitting mitt wipe 20 on his or 
her hand. Proper fitting of mitt wipe 20 is a significant factor in 
encouraging the child to want to use mitt wipe 20, and in helping the 
child to use mitt wipe 20 properly in the cleanup process. Tapered upper 
portions 24 are cut or formed such that they form an angle with the 
horizontal, i.e., a left-to-right direction as viewed in FIG. 1, between 
about 20 degrees to about 60 degrees. This range is provided since 
children have different size hands. Accordingly, the mitt wipes 20 can be 
provided in different sizes, both in length and width, in order to 
accommodate a range of hand sizes. However, if it is desired to have one 
size mitt wipe 20, a desired range of angles for tapered upper portions 24 
is between about 35 degrees to about 45 degrees. 
The material of which mitt body 22 is made is important in the cleanup 
aspect of the toilet training process. The material should be strong 
enough to resist tearing during normal use, yet still provide softness to 
the child's tender skin. One desired material is a composite material 
comprising a mixture of natural fibers and synthetic fibers. A desired 
natural fiber is a cellulosic fiber, and a desired synthetic fiber is a 
polypropylene fiber. These fibers can be suitably mixed in a meltblowing 
process in which the polypropylene fibers are meltblown into a stream of 
cellulosic fibers. In one desired method of meltblowing the polypropylene, 
the resulting microfibers have an average diameter of up to only about 10 
microns with very few, if any, of the microfibers exceeding 10 microns in 
diameter. The average diameter of the microfibers is usually greater than 
about 1 micron, and is desirably within the range of about 2 to about 6 
microns, with an average of about 5 microns. While the microfibers are 
predominantly discontinuous, they generally have a length exceeding that 
normally associated with staple fibers. The stream of individualized 
cellulosic fibers typically have a length of about 0.5 to about 10 
millimeters and a length-to-maximum-width radio of about 10:1 to 400:1. A 
typical cross-section has an irregular width of about 30 microns and a 
thickness of about 5 microns. 
The meltblowing of synthetic fibers into a stream of cellulosic fibers 
results in an intimate mixture of cellulosic fibers and polymeric 
microfibers integrated by physical entrapment and mechanical entanglement, 
while suspended in space during the meltblowing process. Because the 
microfibers are longer, thinner, limper, and more flexible than the 
cellulosic fibers, the microfibers twist around and entangle the 
relatively short, thick, stiff cellulosic fibers as soon as the fiber 
streams merge. This entanglement interconnects the two different types of 
fiber with strong, persistent inter-fiber attachments without any 
significant molecular, adhesive, or hydrogen bonds. In the resulting 
mixture or matrix, the microfibers retain a high degree of flexibility, 
with many of the microfibers being spaced apart by entanglement with the 
comparatively stiff cellulosic fibers. The entangled cellulosic fibers are 
free to change their orientation when the matrix is subjected to various 
types of distorting forces, but the elasticity and resiliency of the 
microfiber network tends to return the cellulosic fibers to their original 
positions when the distorting forces are removed. A coherent integrated 
fiber structure is thus formed by the mechanical entanglement and 
interconnection of the two different fibers. 
The microfibers and the nature of their anchorage to the cellulosic fibers 
provide yielding "hinges" between the fibers in the final structure. The 
fibers are not rigidly bonded to each other, and their connection points 
permit fiber rotation, twisting, and bending. At even moderate microfiber 
content, the structure is capable of providing cloth-like properties of 
"hand" and "drape," and is conformable while retaining a degree of 
elasticity and resiliency. Even when wet, such as with water, which 
softens the cellulosic fibers, the material exhibits flexural resiliency 
and a wet strength comparable to its dry strength. All of these properties 
are important in providing the desired tear-strength and softness to mitt 
wipe 20. 
It should also be understood that this containment of the cellulosic 
fibers, and the other characteristics noted above, are achieved in the 
air-formed material without the addition of adhesives and without any 
further processing or treatment. Because of the intended use of mitt wipe 
20 by a young child, it is desirable that as few additives as necessary 
are used. 
A wide variety of thermoplastic polymers are useful in forming the 
meltblown microfibers, so that the material can be fashioned with 
different physical properties by the appropriate selection of polymers or 
combinations thereof. Among many useful thermoplastic polymers are 
polyolefins, such as polypropylene and polyethylene, polyamides, 
polyesters such as polyethylene teraphthalate, and thermoplastic 
elastomers such as polyurethanes. 
One method of measuring tear strength is the determination of the breaking 
length of the material. This tensile strength test can be conducted with 
an Instron tester (Model No. A70) using a material sample 1.0 inch (2.54 
centimeters) wide and 3.0 inches (7.62 centimeters) long (a longer sample 
can be used, but only a length of 3 inches (7.62 centimeters) is to be 
exposed between the jaws of the tester). The sample can be loaded at a 
rate of 10 inches (25.4 centimeters) per minute at 70.degree.-72.degree. 
F. (21.degree.-22.degree. C.) and at 40-50 percent relative humidity. The 
measured tensile strength is divided by the basis weight of the sample to 
give the breaking length. To measure the wet breaking length, the sample 
is immersed in water for 30 seconds and then laid on a blotter to remove 
excess water before testing. To measure redried breaking length, the 
sample is wetted and then air dried before testing. 
A more detailed explanation of the meltblowing process and the materials 
made thereby can be found in U.S. Pat. No. 4,100,324 issued Jul. 11, 1978, 
and assigned to the assignee of the present application, the contents of 
which are incorporated by reference herein. 
When using this type of material, it is desired that the natural fibers be 
present in an amount between about 80 percent to about 55 percent by 
weight of the total weight of the material, and the synthetic fibers 
present in an amount between about 20 percent to about 45 percent by 
weight of the total weight of the material. In a desired embodiment, the 
cellulosic fibers are present in an amount of about 65 percent by weight 
of the total weight of the material, and the polypropylene fibers are 
present in an amount of about 35 percent by weight of the total weight of 
the material. 
It is also desired that the basis weight of the material be in the range of 
about 50 grams per square meter to about 100 grams per square meter, with 
a desired basis weight of about 75 grams per square meter. 
Mitt body 22 can be made of an all natural fiber material, such as 
cellulosic fibers, cotton linters, rayon, flax, or the like, or of an all 
synthetic fiber material, such as polypropylene fibers, polyester fibers, 
and polyethylene fibers. Still other types of synthetic fibers include 
water-soluble or water-dispersible polymers, such as polyethyloxazoline, 
polyethylene oxide, polyvinyl acetate, polyvinyl alcohol, 
water-dispersible acrylic polymers, starch polymers, or the like. 
It may be desirable to include a solution with the material of mitt body 
22. Some of the desired features of an appropriate solution are the 
moisturizing of the child's skin, improved cleaning of the child's skin, 
and keeping the mitt wipe 20 clean and fresh prior to use. One desirable 
solution is that used in the commercially available wipes under the trade 
designation KLEENEX.RTM. HUGGIES.RTM. Baby Wipes. 
One advantage of using synthetic fibers in mitt body 22 is that the 
synthetic fibers permit the material of mitt body 22 to be ultrasonically 
bonded, as opposed to being adhesively bonded. This is particularly 
advantageous when a solution is used with mitt body 22. If an adhesive 
substance is used to bond the material together in order to form mitt wipe 
20, there is concern that a potential chemical interaction between the 
adhesive substance and the solution could negatively affect the solution. 
By ultrasonically bonding materials together, the problem of potential 
chemical interaction can be eliminated. Other advantages of ultrasonically 
bonding the material are the material's shelf life being extended, and the 
use of higher manufacturing speeds, compared, for example, to the 
application of hot melt adhesive. 
As viewed in FIG. 4, a preferred ultrasonic bond is a chevron pattern that 
provides better resistance to tearing than straight-line bonding. It is 
also desired that the pattern include a minimum of 8 bonds per lineal 
inch, naturally assuming that the bond line is not a continuous bond line. 
Ultrasonic bonding is a type of fusion bonding in which the adhering or 
cohering mechanism is provided by the materials involved in the process. 
For example, with the composite material described above, it is the 
synthetic fibers that provide the bonding between the layers of material. 
Other examples of fusion bonding include thermal bonding or heat bonding. 
Another type of bonding suitable for the present invention is mechanical 
bonding such as for example, hydroentangling, crimping, embossing, and 
needle punching. These methods are particularly suitable for bonding 
materials made of all natural fibers. 
These methods of bonding do not require a third agent, such as an adhesive 
that can negatively affect or neutralize a solution in the material of 
which mitt body 22 is made, in order to join the layers together. 
With reference to the bonding used in constructing mitt wipe 20, it is 
desired that the tear strength of the bonding, for example, peripheral 
bond line 54, be greater than or equal to the tear strength of the 
material of which mitt body 22 is made. 
It was earlier described that mitt wipe 20 (FIG. 1) can be manufactured in 
various sizes. A desired mitt wipe 20 has a length, as measured between 
bottom end 46 and top end 44, of about 5.25 inches (13.3 centimeters), and 
a total width between sides 34 of about 4.5 inches (11.4 centimeters). The 
length of access flap member 48, measured between bottom ends 38, 46, is 
desired to be about 0.5 inch (1.3 centimeters), as is the desired length 
of reinforcing cuff member 50, as measured between bottom end 38 and cuff 
end 39 (FIG. 2) of reinforcing cuff member 50. An important dimension of 
mitt wipe 20 is the inside width of interior space 28 between the parallel 
portions of peripheral bond line 54. This measurement is taken between the 
parallel portions of sides 42 in a direction generally transverse to 
peripheral bond line 54. In FIG. 1, this measurement is between the 
innermost portions of bond line 54, as indicated by numeral 58. This 
minimum desired width of interior space 28 is equal to or greater than 
about 4 inches (10.2 centimeters). It has been discovered that this width 
corresponds to a mitt opening 30 having a perimeter that best permits the 
child's hand to reach into interior space 28, so that the child's hand 
does not apply too great of a stress along the bonded portions, such as 
along peripheral bond line 54, and specifically at end portions 52 of 
reinforcing cuff member 50. This minimum width dimension allows the child 
to easily put on and take off mitt wipe 20, while maintaining the mitt 
wipe 20 properly on the hand, i.e., preventing rotation or slipping of the 
mitt wipe 20 on the hand. Any rotation or slipping, or any other action 
that causes improper fit, will negatively impact both the cleaning process 
and the toilet training process of the child. 
FIGS. 5-7 illustrate other modifications to mitt wipe 20. In FIG. 5, there 
are no tapered upper portions 24. They have been replaced with squared 
upper portions 60, in which "squared" refers to an angle of about 90 
degrees. FIG. 6 illustrates a modification in which tapered upper portions 
24 have been replaced with curved upper portions 62, and FIG. 7 
illustrates a modification in which tapered upper portions have been 
replaced with a fully rounded upper portion 64 and in which top and bottom 
layers 32, 40 (FIG. 2) are separate structural elements joined together as 
earlier described. Although not illustrated, the present invention 
contemplates other modifications to the design of mitt wipe 20. 
One process of making a child mitt wipe 20 is illustrated in FIG. 8 in 
which a continuously moving material 66 including opposed sides 68 is 
continuously moved in a first direction indicated by arrow 70. Material 66 
is folded by folding board 72, thereby providing a continuous reinforcing 
cuff member 50, and then proceeds to a rotary ultrasonic bonder 74 that 
ultrasonically bonds reinforcing cuff member 50 to mated 66, thereby 
providing continuous bond line 56. Thereafter, a folding board 78 folds 
material 66 along a fold line 76 to form a continuous access flap member 
48. Once folded along fold line 76, material 66 proceeds to rotary 
ultrasonic bonder 80 for intermittently ultrasonically bonding material 66 
with a generally Y-shaped bond pattern 84. Thereafter, a contour cutter 86 
trims portions 88 from material 66; portions 88 being the top portions of 
the generally Y-shaped bond pattern 84. Once trimmed, material 66 proceeds 
to turning bar 90 which turns or moves material 66 in a generally vertical 
direction to applicator system 92. Applicator system 92 then applies, if 
desired, a solution to material 66. Because of the vertical orientation of 
material 66, any excess solution moves by gravity downwardly towards 
material 66 that is yet to be sprayed by applicator system 92. After 
applying a solution to material 66, it proceeds to a turning bar 94 that 
moves material 66 towards a cutting station 96 which cuts material 66 
along locations 82, thereby forming a plurality of mitt wipes 20. 
Thereafter, the mitt wipes 20 proceed to a stacking station 98 for 
stacking, or alternatively to an interfolding station 100 for interfolding 
the individual mitt wipes 20 prior to being stacked. Thereafter, the mitt 
wipes 20 proceed to packaging station 102 for suitable packaging. 
Referring now to FIGS. 9-13, a dispenser 104 is illustrated containing 
therein a plurality of interfolded mitt wipes 106. Hereafter, the numeral 
106 is used to designate a plurality of interfolded mitt wipes in 
dispenser 104, and a single mitt wipe to be dispensed from dispenser 104. 
Dispenser 104 is desirably reusable, so that once mitt wipes 106 have been 
depleted, a new supply of mitt wipes 106 can be placed in dispenser 104. 
Generally, dispenser 104 can be reused indefinitely as long as proper care 
is taken to prevent it from becoming broken, bent, cracked, or otherwise 
unusable. As illustrated in FIG. 9, mitt wipes 106 are interfolded in that 
each mitt wipe 106 is folded in half and then appropriately mated or 
nested with a similarly folded mitt wipe 106. This permits each mitt wipe 
106, upon being removed from dispenser 104, to pull the next mitt wipe 106 
into a position so that it can be easily removed. The present invention 
also contemplates that mitt wipes 106 can be folded in any other manner, 
such as a fold greater or less than a half fold, or can be unfolded and 
laid flat, one upon the other. 
Dispenser 104 (FIG. 9) comprises a lid member 108 that is hingedly joined 
to a rigid, flexible tub body 124. Lid member 108 (FIGS. 9 and 13) 
includes a top wall 110 and a continuous side member 112 which extends 
outwardly from top wall 110. Generally, top wall 110 and continuous side 
member 112 will form an angle between about 80 degrees to about 100 
degrees with each other. Continuous side member 112 includes opposite side 
members 114 (FIG. 9), a front member 116, a back member 118, and a 
peripheral edge portion 120 (FIGS. 13A-B). A hinge portion 122 joins lid 
member 108 to tub body 124, so that lid member 108 can be moved between an 
open position, as illustrated in FIG. 9, and a closed position, as 
illustrated in FIG. 10. 
In FIGS. 9 and 13, an access strip member 126 is constructed in top wall 
110, and is removable and replaceable therefrom so as to define an access 
opening 128. As will be described hereafter, an individual mitt wipe 106 
can be dispensed through access opening 128, which has a length 130 (FIG. 
9) greater than a length 132 of mitt wipes 106. Access strip member 126, 
upon being removed, defines access opening 128 having tapering sides 134 
(FIG. 13). Access strip member 126 comprises tapering sides 136, a bottom 
side 138, and a top side 140. Desirably, top side 140 is, when access 
strip member 126 is properly positioned in access opening 128, generally 
coplanar with the uppermost surface of top wall 110 of lid member 108. 
Tapering sides 134, 136 are complementary surfaces such that they are in 
mutually facing contact when access strip member 126 is properly 
positioned in access opening 128. The complementary fit of tapering sides 
134, 136 provide the features of inhibiting the evaporation or separation 
of a solution applied to mitt wipes 106, and of preventing access strip 
member 126 from falling inside tub body 124. 
Access strip member 126 is removable and replaceable, as necessary 
according to the desires of the user, and is maintained in its position in 
access opening 128 by an appropriate holding means 142, which in this 
embodiment is a suitable release tape that can be re-adhered numerous 
times to top wall 110 of lid member 108. Holding means 142 prevents access 
strip member 126 from accidentally falling out, and further inhibits the 
evaporation or separation of a solution from mitt wipes 106. If desired, 
holding means 142 can keep access strip member 126 joined to lid member 
108 when removed, so that access strip member 126 does not become lost. 
This can be accomplished in any suitable manner, such as with a string 
member or other structure that keeps access strip member 126 from totally 
separating from lid member 108. 
The purpose and function of lid member 108 is important to the desired 
performance of dispenser 104 in properly dispensing mitt wipes 106. 
Dispenser 104 comprises a tub body 124 that acts in cooperation with lid 
member 108 to provide a dispenser that can be easily used by a child going 
through the toilet training stage. In this respect, the length, width, and 
height of dispenser 104 are important in insuring a child can easily hold 
dispenser 104 while easily dispensing a single mitt wipe 106 therefrom. 
Some conventional containers for containing wet wipes, or the like, are 
larger and/or cumbersome in that they require the child to use two hands 
to hold the containers, thereby making it difficult for the child both to 
hold the container and easily dispense a single wipe 20 therefrom. 
Referring to FIG. 9, dispenser 104 has a length 144, a width 146, and a 
height 148. One set of desired dimensions for dispenser 104 is a length 
between about 4 to about 5 inches (10.2-12.7 centimeters), a width between 
about 2.5 to about 3.5 inches (6.4-8.9 centimeters), and a height between 
about 3 to about 4 inches (7.6-10.2 centimeters). In order for a child to 
properly and easily handle dispenser 104 and the plurality of mitt wipes 
106 therein, it is important that at least either the length 144 or width 
146 have a dimension equal to or less than about 4 inches (10.2 
centimeters). It has been discovered that children passing through the 
toilet training stage can vary in age generally between about two years 
old and about five years old. In this particular age range, the body can 
grow dramatically, such that a two-year-old child may only have half the 
hand span as he or she will have at the age of five. It is important, 
therefore, that children with smaller hand spans are able to dispense a 
mitt wipe 106 as easily as older children with greater hand spans. It has 
been determined that a length or width dimension equal to or less than 
about 4 inches (10.2 centimeters) allows most any child in this age range 
to easily and firmly grasp dispenser 104 in one hand, so that mitt wipes 
106 can be easily dispensed therefrom with the other hand. If the child is 
required to handle and manipulate dispenser 104 with both hands, then it 
will be very difficult to dispense mitt wipes 106 one at a time, and this 
is particularly so if mitt wipes 106 include a solution. It is important 
to both the parent, or caregiver, and child that the child not be 
discouraged or frustrated during this very sensitive and important stage 
of his or her maturing process. 
Still referring to FIG. 9, tub body 124 comprises a continuous side wall 
150 defined by opposite side walls 152, a front wall 154, a back wall 156, 
and a bottom wall 158. Continuous side wall 150 further includes a 
peripheral rim portion 160 (FIGS. 13A-B), and defines a tub interior 162 
and a tub opening 164. 
Referring to FIGS. 13-13B, a sealing means 166 (FIG. 13B) between 
peripheral edge portion 120 and peripheral rim portion 160 serves to 
properly position lid member 108 (FIG. 9) over tub opening 164 (FIG. 9) 
and to inhibit the separation or evaporation of a solution applied to mitt 
wipes 106. Sealing means 166 includes a downwardly extending flange 168 
(FIG. 13B) of peripheral edge portion 120, an upwardly extending flange 
170 of peripheral rim portion 160, and a support surface 172 of peripheral 
rim portion 160. The terms "downwardly" and "upwardly" are to be read and 
understood with reference to FIGS. 13-13B. Regardless of the description 
of the orientation of flanges 168, 170, it is important that they provide 
complementary sealing edges about tub opening 164. In this respect, 
flanges 168, 170 can be totally peripherally arranged around lid member 
108 and tub opening 164, respectively. Whether or not flanges 168, 170 are 
totally peripherally arranged depends upon the construction of hinge 
portion 122 (FIG. 9). For example, if hinge portion 122 directly joins the 
edges of lid member 108 and tub body 124, then flanges 168, 170 will stop 
at hinge portion 122. On the other hand, if hinge portion 122 is a 
strap-type hinge, i.e., a strap that overlaps the edges of lid member 108 
and tub body 124, then flanges 168, 170 will be arranged around the total 
periphery of lid member 108 and tub opening 164. In any event, when lid 
member 108 is in the closed position, downwardly extending flange 168 and 
upwardly extending flange 170 mutually contact one another, with flange 
168 resting on support surface 172, although not shown this way in FIG. 
13B for purposes of explanation and understanding. Other constructions 
that provide a complementary fit between lid member 108 and tub body 124 
are contemplated by the present invention. 
Important to the construction of sealing means 166 (FIG. 13B) is that 
upwardly extending flange 170 is inwardly disposed of downwardly extending 
flange 168 relative to tub interior 162 (FIG. 9). Since dispenser 104 is 
desirably made of a rigid, but flexible material, when dispenser 104 is 
firmly grasped in the hand, continuous side wall 150 (FIG. 9) can flex 
inwardly at the point of applied force. This same force can also cause 
portions of continuous side wall 150 adjacent or near to the point of 
applied force to flex outwardly. This outwardly flexing can cause flange 
170 to be forced against flange 168, thereby further securing lid member 
108 in the closed position against tub body 124. 
Referring to FIGS. 13-13A, a positive latching means 174 latches or locks 
lid member 108 to tub body 124. The term "positive latching" means that 
when positioned in the latched or locked position, the user will hear or 
feel a "snap" when the latching or locking occurs. This can be important 
to the child in properly using dispenser 104. The positive latching means 
174 comprises an outer finger latch 176 extending downwardly, as viewed in 
FIG. 13, from peripheral edge portion 120 (FIG. 13A). The outer finger 
latch 176 includes a wedge-like tip 178 having a locking surface 180. A 
wedge-like extension 182 is formed or constructed on peripheral rim 
portion 160. Wedge-like extension 182 has a locking surface 184 that 
forcibly engages locking surface 180 when wedge-like tip 178 is snapped 
over wedge-like extension 182. At least one inner guide pin 186 extends 
downwardly and is spaced inwardly of outer finger latch 176 a distance 
sufficient to allow an upper end portion 188 of front wall 154 to slide 
therebetween. By moving upper end portion 188 between outer latch finger 
176 and at least one inner guide pin 186, the locking surfaces 180, 184 
are properly positioned so as to latch or lock together, and to maintain 
upper end portion 188 in a secure or firm position. 
In most cases, the frequency of use of interfolded mitt wipes 106 (FIG. 9) 
will dictate whether or not lid member 108 is in the open or closed 
position, and whether or not access strip member 126 is positioned in 
access opening 128. For example, if mitt wipes 106 are going to be used 
frequently such that there is no or very little concern with a solution 
evaporating or separating from mitt wipes 106, then lid member 108 will be 
secured over tub opening 164 by means of positive latching means 174. 
Holding means 142 (FIG. 13) will then be activated, such as by removing a 
release tape, which will result in access strip member 126 being removed 
and exposing access opening 128. Thereafter, the uppermost interfolded 
mitt wipe 106 can be threaded through access opening 128, with lid member 
108 then being placed in the closed position. Upon grasping the exposed 
mitt wipe 106 and pulling it through access opening 128, the interfolding 
of mitt wipes 106 will cause the next mitt wipe 106 to be pulled partially 
through access opening 128. 
If a solution has been applied to mitt wipes 106, the mitt wipes 106 can 
tend to stick or adhere together such that the pulling upwardly or 
outwardly of a mitt wipe 106 from access opening 128 can cause dispenser 
104 to also be lifted due to the strength of the adhesion between mitt 
wipes 106. This is why the dimensions of dispenser 104 are important to 
its proper use by a child. If the child cannot easily grasp dispenser 104 
firmly with one hand in order to dispense a mitt wipe 106 with the other 
hand, then the child can become quickly discouraged with the cleanup 
process. However, in accordance with the present invention, the length, 
144 and/or width 146 has a dimension equal to or less than about 4 inches 
(10.2 centimeters), thereby permitting the child to easily and firmly 
grasp dispenser 104 with one hand, while dispensing a mitt wipe 106 with 
the other hand. 
If instead of using interfolded mitt wipes 106 on a frequent basis, they 
will only be used infrequently, and there is a desire to ensure a 
solution, if present, does not evaporate or separate, then access strip 
member 126 can be positioned and secured in access opening 128 with 
holding means 142, such as a release tape, to prevent it from falling out 
of access opening 128. Access opening 128 will then be sealed by the fit 
or engagement of tapering sides 134, 136 and the sealing provided by 
holding means 142. Furthermore, additional sealing is provided about tub 
opening 164 by sealing means 166 as earlier described. 
In order to remove a single mitt wipe 106, the user can insert his or her 
finger between outer finger latch 176 (FIG. 13A) and front wall 154, 
thereby levering or separating wedge-like tip 178 from wedge-like 
extension 182. Once locking surfaces 180, 184 are separated, outer finger 
latch 176 can be moved upwardly, as viewed in FIG. 13, to open lid member 
108. Once open, the user can remove as many mitt wipes 106 as desired, and 
then close lid member 108 to seal mitt wipes 106 within tub body 124. 
Dispenser 104 can be made of any suitable material or materials, and can be 
manufactured in any suitable manner. For example, dispenser 104 can be 
made of polystyrene, polypropylene, polyethylene, polyester, or the like, 
and can be manufactured by, for example, a vacuum molding process or an 
injection molding process. The structural elements of dispenser 104, for 
example, top wall 110, continuous side member 112, continuous side wall 
150, and bottom wall 158, can have any desired thickness. A suitable range 
of thickness for a dispenser 104 is between about 0.25 mils to about 0.42 
mils. 
While this invention has been described as having a preferred embodiment, 
it will be understood that it is capable of further modifications. This 
application is therefore intended to cover any variations, uses, 
equivalents, or adaptations of the invention following the general 
principles of, and including such departures from the present disclosure 
as come or may come within known or customary practice in the art to which 
this invention pertains and fall within the limits of the appended claims.