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2 BROAD COURSE OF STUDY FOR SCHOOL TEACHERS Must Be Greater Than Duty Demands Necessary to Understand Alms and Ends Desired to Be Accom. plished, as Well as Mere Methods The second session of the department of secondary education held In the First Congregational church yesterday after noon was divided Into four departments, namely: Preparation of High School Teachers, Mathematics, History and Seienca, the first heing hold in the main auditorium and the others in different parts of the building. J. Stanley Brown, superintendent of township schools, Jollet, 111., road the recommendations of the committee of seventeen on the "professional prepara tion of high school teachers." It read as follows : "The program of studies selected by each student should Introduce work in •subjects outside of those In which he is making special preparation, to an extent sufficient to give some Insight into the different fields of knowledge, and to avoid the dangers of over-specinllzation. For instance, one or more subjects from the group. Including history, economics and sociology, which will give the teacher a proper outlook upon the social aspects of education; and a course in general psy chology, histoiy, philosophy, logic and ethics, which will give the teacher a proper outlook upon education as thq de velopment of the individual. "Definite study should be given to each of the following subjects: 'History of education and educational psychology, with emphasis on adolescence, the prin cipal* of education, including the study of educational aims, values and processes. Courses in general method are included under this heading. That the minimum requirements for a secondary school teacher be graduation from a college maintaining a four years' high school coura* for admission, or from an Institu tion having equivalent requirements for admission, and giving equivalent aca demlo scholarship." A discussion followed. STUDIES MORE PLASTIC THAN PUPILS, AND THEREIN IS SUGGESTION Mr. Ammerman spoke before the sec ondary department on "Adaptation in Mathematics," in part, as follows: ■"The problem that is constantly before the teacher of mathematics is the adap tation of the subject matter to the pupil. It Is a comparatively new problem. The effort has always been to adopt the pupil to the subject matter Scholars in geo metry and algebra made certain organi zations ln those subjects. The great m;!ss of teachers has taken those organizations without question, placed them before the pupils and insisted on their getting them, ■usually requiring all to get them in the same way. If this 'same way' did not happen to suit some members of the class it was assumed that they had no mathematical ability and must be graded failures. Students Fail in Mathematics "There is no subject ln the high school in which so many pupilsfail as in mathe matics, which is another way of savins; there Is no subject in the high school so imperfectly adapted to the pupils. If pupils have conformed to a standard that admits them to a class it is doubtful if even 10 per cent of them should fall. Yet 20 per cent. 30 per cent, and even B0 per cent and 76 per cent are sometimes com pelled by the teacher to repeat the work. a result which is more of a reflection on the teacher's ability to adapt the subject matter to the pupil than on the pupil's ability to grasp the subject. Teachers who take pride In the fact that they make it exceedingly difficult for pupils to pass in their work probably do not like to look at it in this light. "In the effort to conform more to the needs of the pupil the teaching of mathe matics, which for so many years has been rcgardad as satisfactory, is undergoing changes that promise to be greater than those of any other subject. Attempts are being made to present the work in a way is not foreign to the pupil's experi ence. The order of algebra, for Instance, has been changed, tradition to the con trary- Abstract work has been given at the last of the course Instead of the first The knowledge that the pupil has when he begins the subject is made the basis or his work rather than the knowledge of some learned man who made problems In physics or some other subject matter which the pupil knows nothing about. Student Treated as Individual "In addition to all this the pupil is be ing regarded as an Individual rather than a part of a mass. Here and there we hear of schools ln which a pupil may be singled out and treated dlfterently from the rest of his class. "The teacher of the past was satisfied to deal with the logic of the subject. The teacher of today has a harder task before him. As yet most of us are satisfied to put the text into the hands of the pupil and accept results. Perhaps we are satis fled because it is the easier thins to do. Many do not like to do otherwise; many will not do otherwise. But the future de mands the change." GEOMETRY IS EASILY TAUGHT BY NEWER AND BETTER METHODS "Original Demonstration in Geometry" was the subject of a paper by Fletcher Durell, teacher of mathematics In the John C. Green school of Lawrenceville, New Jersey. Mr. Durell spoke ln part, as follows: "In the opinion of moßt mathematical teachers, working original exercises in geometry constitutes one of the best means at our command of cultivating the power of clear, logical thinking. The question now raised is whether there is not some way of giving this educational discipline a deeper significance and mak ing Its fruits available to practically all pupils. . "Taking this study to be ihe mastery of a succession of tools, the question arises, Khlch geometrical tool is most easily grasped by the pupil, is used most fre quently, and logically occupies the cen tral position. The triangle is found to fulfill all these conditions. Let original exercises then be arranged in group* and let the pupil be kept at proving triangles equal, and proving lines and angles equal by means of triangles, till he thoroughly masters this tool. "Other geometrical Instruments, as parallel lines, the locus, auxiliary lines, etc., are to be mastered in succession in Uke manner, for the sake of realized ad vantages In each. "The same method applies to study of numerical exercises, to geometrical draw ing and to observational geometry. The abstract utilities in each instrument are tri be kept in the foreground, concrete ap plications being used locally to sharpen conceptions and vivify interest. "By this method, practically all pupils learn to work originals; geometry as a study Is less arbitrary and more rational; the history of geometry Is made more sig nificant; concrete practical applications «Srd abstract culture are combined and a Co-relation of studies Is attained In which unification of principles has the leading place." NOTEBOOK 18 VALUABLE TO FIX LOCATION OF MILEPOSTS IN HISTORY In the history department Mrs. Ada I. Atkinson, head of the history department of the Omaha high school, spoke of the ¦•Notebook in History Classes." Mrs. Atkinson's discussion of "The Notebook In History Classes: Its Uses nd Limitations," was a practical dis cussion of \a practical subject. Ihu writer Introduces the paper by some witty stories Illustrating the differences of opinion as to the propor use of the notebook In the teaching of history. She mentions certain of the objections made to notebooks and answers these objections. Mrs. Atkinson showed that the proper use of the notebook promotes the great object of education, summarizing that object as the acquisition of knowledge and the development of power. She described In detail a properly made notebook, arguing that by ana lyzing the text, answering questions set as problems for solution, summarizing and comparing statements of different authors on the Mmc point, and finally by outlining the whole subject and writing a narrative upon some of its phases the pupil is being trained in some of the essentials of citizenship. She saw in present conditions in this country dangerous tendencies, and ar gued that by making notebooks in the right way pupils of the high schools are developing some of the qualities of character and faculties of mind whlol will check those dangerous tendencies and direct Into proper channels present day energy. E. I. Miller had an Intensely interest ing paper on "The Place of Modern His tory in the High School Curriculum." Mr. Miller said In rart: "The why of history Is a prerequisite to the what, the how and the how much of history teaching. It is essential first to know why history should be taught at all wha-t educational results are to be secured by teaching It, before we can know what part or how much of the limitless field to select and how It shall be presented to the students. Therefore, the first thing is to determ ine whnt urn the educational reasons for teaching history In the hlgli ¦cbool. "History furnishes Information and training of a practical kind. History is the record of what mnn hns done In dividually and collectively, of the mo tives and forces that have operated to direct human actions, of the results of these motives and forces on the human race These are similar to the experi ences of every day life. They give op portunity for reasoning on facts of every day experience. History helps to solve problems of practical life by broadening experiences. It teachs lessone of government and helps to reach sound judgments on questions of government, and thus prepares for citizen-ship. "History Is a means of setting before students high types of character and of giving them high Ideals. It is charac ter building. It is a culture subject. It helps to bring the best the past has produced before the child. It is a means of teaching real and enduring patriotism, flowing from an understand ing and an appreciation of the trials and sacrifices that mnrlo possible our free institutions. History teaches mor als by showing the great moral prog ress of the race and the Influence of national morality. It touches many in terests of many people and Is therefore attractive to many people. "Modern history meets the recnure ments stated in a large degree and be cause it gives information and training of a practical sort that will explain our own American history that will make possible better judgments on questions of actual life that will make for better citizenship: because it is a culture subject: because It teaches the Ameri can boy and girl real patriotism; be cause it is a good moral teacher: and because It has great interest for many persons, it makes strons claim to a prominent place in the high school cur riculum. Because it is essential to an understanding of American history, and beoause it is more directly connected with our own civilization than ancient history, it ought to be given more prominence than any other history save our own English-American his tory. And because It trains for gen eral intelligence, culture, good citizen ship and practical life generally, it makes a claim to being one of the most important subjects in the whole high school course." QUANTITATIVE WORK FIXES FACTS AS CAN NOTHING ELSE IN CHEMISTRY "The Value and Limitations of Quanti tative experiments in Physics and Chem istry" was the subject of an rxtremely interesting speech by George C. Bush, principal of schools, South Pasadena. He spoke in part as follows: "It is the aim of physics and chemistry to sharpen observation, teach accuracy, develop reasoning, give useful Informa tion, bring the student face to face with the unity and harmony of nature— to de velop power. As Instruments for accom rlishine all this, quantitative work, whlcn has been blamed by many high in the educational world for the lack of en thusiasm in these subjects, possesses ex ceptional merits though not without its limitations. It has elevated these sub jects above the amusement features of the course. It has done more than give a desire to do some reid work in these subjects somewhere, some day. Quanti tative work affords a must excellent out let for properly stimulated enthusiasm in these subjects. It is a precept In psychology that it is not in the moment of their forming but in the moment of their producing motor effects that re solves and aspirations communicate a set tfi the brain. "The laws of physics and chemistry without verification are 'dry bones.' Quan titative experiments performed by tho students I believe to be necessary to a realizing sense of these laws. They assist immensely in the memory of them. They establish confidence in nature. They give the student first hand information con cerning things he doubts. The presenta tlon of the atomic theory for instance without quantitative work in the equiva lence of elements seems to me to be an absurdity. Quantitative Work Excels '•In disciplinary value quantitative work excels. Keener observation, more cleanli ness, greater accuracy in manipulation and a finer comprehension of the entire experiment is necessary to success. Logical reasoning is called for. The co operative method of getting answers com mon to all departments finds little appli cation in closely supervised quantitative work. "The teacher is responsible for the shortcomings of quantitative work. It \ 111 not taue care o£ itself. It requires (he hardest kind of work to direct a class doing quantitative experiments. The ex periments must be carefully selected to Illustrate points that have come up for discussion. The arid, parched and life less experiments in accurate measure ments with which many a course Is opened I deem out of place. Give the ml ciomoter callper when Its use is called for by a real, live experiment. Apparatus should be tested beforehand, sources of error removed or pointed and most care ful vigilance given ln order to correct blunders, to assist ln difficulties, to direct reasoning and even to frame conclusions. •( liven a small clnss. a fairly well equipped laboratory and above everything else a teacher who knows all the ins and outs of the work by having gone over it and has a willingness tn work incessantly and patiently— thrn quantitative work will yield fine returns in the development of the student's power." Microscope Broadens Our World "The Uses of the Microscope" was the subject of an interesting talk by W. M. Kerne, president of the state normal school, Ellendale, N. D. Mr. Kern said ln part: "The microscope in secondary schools has played a various and diverse part. We have seen three tpyes of secondary science teachers. The first of these be longing to the 'old school' was the teacher whose receptive facilities had been highly trained. He knew and believed all the wonderful things some compiler had writ ten about nature. He made little or no use of miscroscope. "The second type was the opposite ex treme; the university graduate, trained In microtechnique. The course is planned to lead to a maßtery of the microscope. Of the local flora and fauna, their life, his tory, adaptation, classification, etc., th« student knows almost nothing. The course planned relates but slightly to Ihi every day life of the majority of the stu dent body. "The third type attempts what Cicero denominated the 'golden mean.' FieM work has a fundamental place ln ths study of biology. The work of the stu dent ln the secondary school must of ne cessity be introductory. He must he taught a method of work, must know how to study, must appreciate the value and utility of material. He must know the local field and work through it. He must know something of lelatlonship, be able tf reason from structure to function, Know something of morphology and phy siology, and whatever purpose the micro scope may serve in such a course consti tutes ita legitimate field. "Fundamentally, there are four major LOS ANGELES HERALD: THURSDAY MORNING, JULY 11, 1907. uses of the instrment: It introduces the student to a new field— to the world that l.es beyond the tenses It affords training in muscular contpol. It Is an instrument of precision and its mastery means techni cal training of a high degree. It trains the student to discriminate between what Is and what only seems." Another subject on Science by one who has made careful study of the micro scope was "The Kind of Microscope Work Valuable for High School Stu dentß," by H. F. Wegener, principal of the high school. Tacoma, Wash. Prof. Wegener said in part: "The history oi the development of the. microscope as an instrument of investiga tion Is closely related to the history of the growth of the biological sciences. With its gradual approach to perfection there, was a corresponding expansion for Its field of application. "A great deal of tha knoledge thus ob tained by the early microscoplsts was not of a scientific nature though. Many facts learned in this way afterward became useful to the Scientists. "The Introduction of the miscroscope as n instrument of research in high schools had its beginning with the appearance of Huxley's Elementary Biology ln 1877., "Teachers began to learn that the uirfi cultles ln the manipulation of the micro scope were not so great that students of Mgh school age could not learn how to use the instrument, utilized at first ln the Bludy of botany, the lower forms of plant life, such as spirogyra and vauche rla; the fungi, molds and yeast; the struc ture and histology of higher plants; the structure of the lower forms of animal life, such as the amoeba and hydra; in the study of human physiology, study and minute anatomy of the organs of the body in order to understand their func tion, such as the, structure of bone, of nerves, of kidneys; the circulation of the blood in the web of a frog's foot: tho structure of the skin and of muscle fibers. "Finally, a plea was made for a course in bacteriology in connection with the study of physiology, since the enormous advances In our knowledge regarding the course of infectious diseases make It necessary that every Intelligent person s-hould know somethlrg regarding the na ture of bacteria, the conditions under which they live and prrow and the means that can be used to counteract them. "All putrefaction is the result of bac terial activity. No bacterium can come Into existence without a progenitor. Flltn and dirt cannot breed disease until germs have first been introduced into them." TOBACCO TRUST UNDER LAW'S BAN (Continued from Paace One.) petition shows how the combinations in these countries, wearying of competition, in 1902 entered into written agreements each not to interfere with the other along certain well defined lines nnd together forming the Imperial Tobacco company to carry on the trade and commerce ln other countries without competing. The government declares that this division of the world has ever since been strictly observed and that three companies with their allies and associates have all been operating in harmony. An interesting chapter of the petition is devoted to methods of distribution of tobacco pro ducts. The American Tobacco company in 1901, the petition states, secretly acquired con trol of the United Cigar Stores company (for a long time thereafter denied), and through it retail tobacco stores are estab lished in the larger cities which by reason of the powerful support and Influence of the combination have quickly secured a dominating position in the trade and are destroying competition. A great feature of the complaint today Is Its waiver of the right demanding an swers i;nder oath from corporations and individuals named as defendants as the making of such an oath might confer Im munity from prosecution. The Individuals names as defendants and as witnesses are James B. Duke, president of the American Tobacco com pany; John B. Cobb. president of the American Cigar company; William K. Harris, chairman of the board of man agers of the American Tobacco company; Caleb C. Duke, president of the American Tobacco company, a director of the Amer ican Snuff company; Perelval S. Hill, vice president of the American Tobacco com pany; W. C. Reed, manager for the Im perial Tobacco company of Great Britain; Thomas E. Ryan, Pierre Lorillard, Peter A. B. Wldener, Anthony N. Brady and practically all of the directors of the American Tobacco company. SPOOKISTS BREAK UP HAPPY HOME (Continued from Page One) eral months he remained away from their meetings. Then he started attending again and soon thought of nothing else but spirits and spirit messages. "At that time the spiritualists talked oil to him. He would talk in his sleep of the great fortunes he was to make out of oil wells, and I soon found that large amounts of stock were being unloaded on him. Home Is Ruined "Recently the alleged mediums have been talking gold to him, and his entire conversation has been about claims and gold fields. I am confident he has been Instructed by one of his so-called "spirit guides" to invest in gold stock and has followed the advice. He has drawn $1300 from the bank and I presume he has already expended this for a slip of em bossed paper with the name of some fake gold mining company on it. "A woman medium frequently borrowed large sums of money from him, and so far as I know never paid any of it back. She hud my husband completely under her control. "Mr. Reeves was a loving husband and a good father. With their lying tales and false stories these spiritualists have robbed a home of its mainstay. lam sure he will think better of it when he has been away a time and will return, but 1 hope the police will be able to do some thing to drive from the city the frauds who carry on such work." FLATS FOR JURYMEN In Chicago, jurymen, Isolated during their period of service in a case have not, U appears, been furnished with hotel ac commodations of the same quality as that furnished ln similar cases in Detroit There have been complaints of the in feriority of the accdmmodations at the cheaper hotels to which they have cus tomarily been sent and of the ease with which jury fixers got access to them. \Vhat the local press heralds as a move that will render jury service less obnox ious and expose jurymen to fewer tempta tions Is the fitting up on an upper floor of the Cook county court house of three flats designed for the entertainment of as many Juries simultaneously. Each flat has consultation room, bath room and dormitory, and there Is a gymnasium that may be used ln common under proper re strictions by the occupants of all three flats. These flats are designed for the use both of Juries which may be forced to de vote many hours to deliberations before reaching a verdict and also for Juries which may be Isolated during "the pro gress of the trial in which they »it. Thn experiment has some little interest ln De troit at this time, when an impression prevails that Juries are 'ln too many in stances subjected to hardships through unnecessary isolation ln cases in which the statute does not require isolation. No claim is made that there is any greater degree of economy in quartering juries on the county's premises as compared with the expense of quartering; them ln hotels, but it i.s undoubtedly tsue that more will be obtained for the same imouiU. at money.— Detroit Free Press. "READY - AND - RIGHT" And they are DISTINCTLY young men's styles— <S?f I ;* JSBSr - sf^MM' ' '■ out of the ordinary-individual. Many maKers It f J\ ' _rfraP\ ■•*■ -"tiJS^y' of ready-to-wear clothing cling to one style ft I ||,T". JE?^ \ jtmmffl only— a style which the dealer sells without dis- f J*H|P yS^^^^kS/B&lf. crimination to the young man, his father and I I |/ <^o >m^S^^W^^r That isn't the Silverwood way. I I'" m. '■^^| lltlly At Silverwood's the man who seeKs a model / J| Wk '^^^||^^^^P- conforming to his own particular requirements I m\ % '^^W^^BnC^"t The young man who prefers the conserva- *»*&f Mm S^ a -^l^p^F^. „,- | tive as well as he who affects the extremes will I «•' />' '^ W^^ixjif f$ f find satisfaction in "Ready-and-Right." I/ / j|| M |jf j/i » The best $20 suits in the city are If j>%Jy j||| V now on sale at the Silverwood I i'M ! stores. *^i^ V '• L— SILVERWOOD'S— 21 S. SPRING STREET JS? R S2SS BROADWAY AND SIXTH ,■i ■ i 25c Ruchings 12ic 3c Yard Silk Ribbons sc ' A lot of silk crepe lisse ruchings ; white, mMStf^^ufM^^t^^^ All silk baby ribbon ; all colors. No. ■'•■ black and colors; regular 25c quality. ' "^^MtEHJ^^ 1 and No. \ / : regular price 2c and 3c Thursday, special 12^c a yard. 107-109-111 No. Spring St., Los Angeles a yard. Thursday special 12 yards sc. | corsets 3500 Pairs of Lace Curtains C I OPv ><T^- Just r*orivnl a full mmortniFiit of .. ¥m ■ f R J^N-L'^£— — sZfZ?!^ bust ruffle* made of plain white lawn _. . _ »— —_ -, _„ -,« __ ' , a»» Al■■ • _. Z 4 m M-' u^^>-~~^^s^^i^ii^ /^Z \ ■■ i-" '"' °^ m^T JttZirXTuXt «0B« 0B Regular Prices $2.25, $2.50, $2.75 and $3 V" •*■ MW^^^^^ " Warner's ru»t proof coraet with me- . ' //,f^£z?C«*'Jfttf^f^mi I IGBIfIT Till dium high bust; long- hip; support- Every housekeeper in the city should be interested in the greatest curtain f/!k\ «' sJfSj' M I IHjLlimfl»flV * ■ claf II oo"" er We ' ght; WhUe; '"" sale ever held in Los Angeles. The curtains come in full size pairs in per- //|lfi.J, \ ' js€f. $J fil|l||?. If] ' A "lunnn vieis;lil girdle or medium feet condition; plenty of each pattern; the most exquisite effects and // J|| 'jj «i 'v MJv '"/lisj^L ißßwisTi ■'■ ' hlKh bunt cornet; short hip: no sup- sty ies that sell regularly up to $3.00 are represented. You all know the \\W> mI. [• Sv/fe ." || %\ fi-| H Hfij I \ porters; made of good quality net, on ii na ry curtain that sells at $1.25 per pair is not very attractive. But H.!i • \ |*«OTO| ■1 1# fCsESjKTB ' white; special buc. • ..-i-i.* those are beautiful, artistic curtain, suitable to grace any home. There are V JL\ if & > A.. /WMIjUIUMB' '7 *. rll lUcht b™ t straight front; Brussels patterns in white, ivory and Arabian: renaissance and corded ÜBlkl f kfffl tfMM&K®B9I \'V lonic hip- front and side supporters; curtains, Battenberg bobbinet curtains and hundreds of others; actual yfll.' '. l|ishQ^*j^%ft»sHsrf! M■' white; $1.50. values up to $3 00. Specially priced at $1.25 a pair. isSST-f ty 4j ■S V- 4 '- H *>fl|i * More Extra Specials for This Week V^l w~J u££^J£SFE2££Xii* $lsßealLaceCurtainss9 $3.75 Cable Net Curtains $2.35 \^^^^K^ heavy overthrow fringe or Persian Real Arabian lace cur- Imported French cable net curtains; 3 yards *) borders; 25 different patterns; ab- tains; hand made, elabor- long; 50 inches wide; designs copied **^ // '-"■' • • . ' -\ solutely fast colors; $7.50 is the reg- ate borders, extra special from real Battenberg curtains; $3.75 values, ' ™**v //%. '■? :.'':f-\ • i - J ular price. Special, $4.98 a pair. at $9.00 a pair. $2.35 a pair. V<*" « , \, Fanc*curta*n muiiin in fiorki ef- $4 and $5 Rope Portieres $2.50 25c Curtain Madras I2J4C " - I vard Very pr6tty f ° r bedrOOmS 9 c Ornamental and artistic rope portieres in all the want- Today we will sell all our .regular 25c madras at;" ]' 15c curtain muslin Be ed colors; some of them are slightly soiled; worth 12% c a yard; oriental effects in pink, old rope, blue, red. . if; 500 yards striped curtain muslin $4.00 . and $5.00. % On sale while the assortment lasts green and tan; just the thing for side draperies and f ? and fancy nets a splendid curtain a t $2.60. ,-. •• : ; '. beach curtains. ' .' -/.; J l^'-, Sjii'^V.;^ ' - : ■ / for bedrooms; regular 16c values A_ __ _ , _ A _ ' • il w , r,... «. « : . Jin' ■•■#»'• i • r» jo" ■ o" ■ / • d w, D ow SHADES ,, $3.50 Couch Covers $2.19 *2&c Silkoiines 9c 20c Curtain Rods 8c Real opaque window shades; com- Heavy tapestry couch covers in Turk- Silkoiines; full 36 inches wide; Extra heaavy extension rods; , ex- I v plete with guaranteed Hartshorn ish and oriental designs; reds, blue. „_,,_. l!*o quality for 9c a tend from 32 S tn " 54 inches; fancy \ rollers; regular price 60c. Special green, tan, brown; 60 inches wide, 9 re eular 12% c quality for 0c a .tend .from 32 to 54 inches,, fancy \ 250. '. feet long. . , '.. - yard. beaded ball end. On sale at 8c each. ' $.2.00 u-^mm. Dress Clearance Sale Colored Shirt Waist Suits % Linen batiste dress in blue and tan CrtO/^S aid •■ ;V 'i Nothing better than a pretty colored shirt waist suit for morn- . ( and embroidered with white- pretty oDeCiaiS - '■'•' " X ' * ing wear. We have them '" pla i ,, blue gingham, made with. VI embroidered waist; short sleeves wpwiUlO fancy waist .buttoned in back; full skirt with' tucked panel \ and deeD shirred flounce • -■;'—. front; also in nursery gingham in a plain shirt waist suit ana deep smrrea nounce. k Ind j a L non .Bto 9 only 4i/c4 i/ c style. Numerous other styles, including black and white check, ' $10.00 Dimity Dress 35c Figured and Dotted Swiss 19c •"* "** *"" *'* WhUe d ° tS: c77 c " \2y 2 c Long Cloth 8 l-3c . . ♦'•'° - 75c Imported Swisses .\ 39c $I.65RU£BBc ~ ' J Black and white and blue and white ■** v • ' Ti«im ■ IQ/ , " *i.vw »»*«|» v/uw ' ; * striped dimity; has a fancy waist; . O3{ - vuut i issue . . . i»c Thirty-five of these rugs in. the lot; suitable for any place, . shirred yoke; full skirt with deep 35c Organdies and Applique Swiss 19c especially suitable for the beach cottage; medium dark colors; v flounce. •■; '.;.'.... it. rr*inr*A T awn« Ino 72 inches . long; cannot be equaled for wear. On sale : for ay. V,' 13C COlor«a Lawns ;•• • ; lOc quick cleanup at 88 c apiece. < You will have to come early. Ckntar Skirts ,t L« 8 Thao 19c Organdies and rigured Swisses 12^4c . 30c China Matting 19c | Circular Skirts at Less Than 35c pi | id French G f nghams £ c 30c China Matting 19c ■ / .Hall Price 12^C Colored Lawns; limit 12 yds 7J^C Twenty-eight rolls of best quality long straight glazed straw v. They come in linen and poplin cloth; 35c Wool. Tricot Flannel, all colors. .25c China matting; .reversible, corded edge; remember this ■is a ; some have braided flounces; others ii 2 i/ AFC Drtss Gingham • limit regular SOc value at 19c a yard, . . ; - , * have pleated front panel with fancy l V lC^L*' ,^r, UTts& Uingnam , limit , , .- „_ . • V ;i / braiding on each side; are trimmed , of .12 yards . . » 8 l-3c Summer Weight PfllltS 2SC : / with insertion and lace medallions; Aft- All ■ T men Table Damask- ">■>!/ c : , ' ' ■ '^i $8.00 value for $3.45. 4Uc A - ""en UOie uamaSK ' ' 4A£ /* C Women's summer weight pants; ankle length; short, tight knee $2.75 Silver Bleach Napkins .$1.9,8 or umbrella style; lace trimmed; good quality. Special 25c. ■' \. $4.50 White Wash Suits :■; : ; .',::: V..., , -' ' " — — D ,IT . _.. en; V $2.95 \ ." ) 10c Embroideries 5c 25c Shams and Scarfs 10c Boys Union Suits 50C, v White wash i suits with 7-srored ' A lot ! .' of fine cambric and Shams, scarfs and squares all Boys' summer weight ecru union r suM; ; pleated Xt 8 ; tucked waist *wUh Swiss embroidered edges;' 2to sizes, odds and ends; formerly £gh neck, short sleeves^ n kn nn th gt °^ , . Insertion down the front; good qual- 4 inches wide; the 10c quality. 26c and 39c. Today they go at ; Waft 8 n Ex'coUent o^llltv for 50c l6nßla 'i - lty of lawn; short and long sleeves; Today, 5c a yard. /y, ... 10c each. -■'. ■ pants. Excellent quality for. 50c. . _... ■ r ■ all sizes. $5.95. ■-■■■ - . . , . . ' . . ; .-■.-■.- ■.. ■ .-■■ ■■■ ■ ■■ - ' ... ■ . . ■ :> . Peter Thombson Suit $7 00 I9c : Organdies l2 & c 20c Long Cloth 15c ; 3Sc Silk Tissue I9c / \ rcicr ID raps a SUll *'* UU entire line of fine quality or- Extra fine quality chamois finish" A cleanup 'in silk ; tissue, organdies, ," L V ." S Our Peter . Thompson suit comes in _„„,»■-_ i_ -r.=<.KiiM« . n j « ™i „* long cloth for women's underwear appliquo Swisses- : and colored m ■ - white with ■ blue and red dots; just Randies in rosebuds and floral, pat- an( f - cnl Wen's ' wear; worth ' 20c. Swisses; you had > bettor get horo 1 the thing for beach wear. -On ! sale : terns for waists and suits; worth ' sale ? price 15c a yard or 12 yards early for good choioe.' Sale price 13c Jg{', ■;'; it $7.00. -. ; '•' . :. - ' :. 19c. Sale price 12% c. : . for $1.85./; .' . " ; \. ■ a yard. ; .-.: -:■;--• /'■'■'■ ■'■'■;:' 'VH^-V'