anaheim-gazette 1911-06-08

GARDENS IN SCHOOLS Agriculture as Course of Study in Grammar Grades School gardens and elementary school agriculture are often considered as mere phases of the great subject of Nature-Study, meaning by this term—"the observational study of common objects and activities from the standpoint of human interest in our every day lives." But the school garden, on the one hand, has certain intrinsic values which cause it to appeal to pupils, teachers and patrons, while agriculture, on the other hand, as a grammar grade subject is rapidly being incorporated into county courses of study throughout this State. Garden work has well been called a fundamental prerequisite to real nature study. Much of the nature-teaching can be done in connection with the garden. It may prepare for and grow out of the gardening processes and experience. Moreover, the garden offers the best opportunity to start nature study. It is definite and of necessity brings the child into touch with natural objects and forces. It should be the center from which radiate various lines of work. "Instead of insects, birds, weeds, soils, etc., as isolated topics, they should be taken up in connection with the plants with which they are biologically and economically related." At the same time the garden work can be correlated with all the regular subjects. Best of all it makes for character building through emphasis of individual responsibility and practical ethics. Agriculture has been adopted as a grammar grade subject in many counties of California. But, owing to the lack of a definite, progressive plan of garden work, the study of agriculture has amounted to little more than the reading of supplementary texts. Grammar grade agriculture should build upon and supplement the nature-study of the primary grades and the school garden should furnish the acutal basis of the work throughout the whole course. The chief aim and business of nature-study in the lower primary grade is to include in the miscellaneous studies of earlier years, fifth grade boys and girls are capable of and take more interest in such intensive study. Pinchot's "Primer of Forestry" can be secured from the Secretary of Agriculture, Washington, D.C., in two parts as Farmers' Bulletins 173 and 358 in numbers sufficient for class use. For the teachers Fernow's "Care of Trees" will be a most useful help. Best of all, the garden can furnish the introduction and basis for this tree study. With the preparation they will have had in the lower grades, or even without it, if the teacher understands the essentials to success, these boys and girls can successfully raise many of our common and some of our rare trees and shrubs from the seed or from cuttings. Work of this kind will be more valuable to them than all the field trips and classroom work. It is one thing to read about conservation. It is quite another thing to plant an acorn or a pine seed and care for the growing tree through the years. Arbor Day is too often a farce, but tree growing and tree study as a fifth grade study will give an intelligent appreciation of what it means to produce forests and the value of individual trees. (See "Tree Growing in the Public Schools," Circular 59, Agricultural Experiment Station, Berkeley.) It will be necessary to conduct the tree growing as a class exercise, the teacher giving directions and demonstrations which the pupils carry out. Individual plots can be used later in the season for growing the seedling trees. In the fall the young bulbs raised during the previous year should be planted and brought into bloom. The life history of biennials should be worked out by planting beets, turnips or cabbages that have been stored. Sometimes these and others like salisfy are left in the ground from the previous year. They should be cared for and studied when they come into bloom and the seed saved. Whenever seed is saved in this or earlier years, the fundamental principle in plant improvement—selection of seed from superior individuals—should be emphasized. (See Chapter IX in Hilgard and Osterhout's text.) Distinct problems for bees should be planned. For boys may choose special girls, problems connected scaping home or school planning and planting of hedgers and ornamental beds. The course outlined above aggressive from grade to grade is adapted only to larger Smaller schools will be handled the pupils in grove the garden work program year to year in those following scheme is suggested. Group I. Work suggestions for grades 1-3. Group II. Work suggestions for grades 4 and 5. Group III. Work suggestions for grades 6-8. “This organization of its lifefiles and increases its educational standpoint.” It full purpose of the garden carried out, it means more training of the hand in daily of the work successfully fully. It means a training to see things as they are of the mind to think logically dependently, to draw truths and to recognize their work.” Many schools wish teaching of agriculture in mar grades even though have had no previous natural garden experience. It is membered that the larger arctic culture in the elementary threefold: (1) to create for farming; for country; give new direction to many subjects in the curriculum; school and community life; of these aims is far reach arctic culture, with the school a basis, is potential in that of all those factors which good citizenship and happiness. Agriculture in the large not mean merely the grass field crop, but it means sect life, weather conditions er factors in relation to crop. Thus the great teachers, whose lives have removed from these natural Agriculture has been adopted as a grammar grade subject in many counties of California. But, owing to the lack of a definite progressive plan of garden work, the study of agriculture has amounted to little more than the reading of supplementary texts. Grammar grade agriculture should build upon and supplement the nature-study of the primary grades and the school garden should furnish the acutal basis of the work throughout the whole course. The chief aim and business of nature-study in the lower primary grade is the gathering of precepts, the getting of experience, with as many different objects in nature as possible, to know their names and something of their relations to each other and to man. So with garden work here. The first grade children can profitably spend some periods in the garden, watching the older children at work, learning the names of tools, seeds and plants. But a little space should always be reserved for the special work of the first grade. Class exercises may consist of planting bulbs in the fall and in the spring a bed of sunflowers and a row of popcorn. These will furnish good material for life history studies. The sunflower seeds will attract birds as they ripen and the popcorn can be used at Thanksgiving time. Second grade children should have some individual garden work if possible. Plots not smaller than 3 by 5 feet for one or two pupils will allow the cultivation of one vegetable and one flower. These should be large-seeded and quick-growing like peas, string-beans, radish, nasturtiums, zinias and four-o-clocks. Teach by demonstration lessons requiring them to repeat what they have seen you do. Use earliest maturing varieties. Gather for use at school or home. Save seeds. In the third grade we usually find Home Geography called for. In connection with this what could be more helpful than to have the children learn to grow some of the food crops that are raised "around home" and per haps some desirable ones that are not commonly grown, or, if common, not always well grown? For example, our old friend, the lettuce, is all too frequently sown thick and broadcast and thinned only as some is needed for the table. But it is very little trouble to transplant and then it can be set far enough apart so it will head and so produce the same kind of lettuce we buy in the market. This crop is quickly grown. Yet it gives the practice in transplanting and, with this mastered in the fall, the following spring many of the more difficult vegetables can be handled, such as cabbage, cauliflower, and kohl rabi; tomatoes, peppers and egg plant, beside such small seeded flowers as pansies, asters, and cosmos. The third grade pupils should have good stiff practice in preparing the seed bed or boxes, sowing, watering, transplanting and cultivating their crops. Community work may consist of some effort at beautifying the school yard, keeping it clean, planting something ornamental and practical ethics. Agriculture has been adopted as a grammar grade subject in many counties of California. But, owing to the lack of a definite progressive plan of garden work, the study of agriculture has amounted to little more than the reading of supplementary texts. Grammar grade agriculture should build upon and supplement the nature-study of the primary grades and the school garden should furnish the acutal basis of the work throughout the whole course. The chief aim and business of nature-study in the lower primary grade is the gathering of precepts, the getting of experience, with as many different objects in nature as possible, to know their names and something of their relations to each other and to man. So with garden work here. The first grade children can profitably spend some periods in the garden, watching the older children at work, learning the names of tools, seeds and plants. But a little space should always be reserved for the special work of the first grade. Class exercises may consist of planting bulbs in the fall and in the spring a bed of sunflowers and a row of popcorn. These will furnish good material for life history studies. The sunflower seeds will attract birds as they ripen and the popcorn can be used at Thanksgiving time. Second grade children should have some individual garden work if possible. Plots not smaller than 3 by 5 feet for one or two pupils will allow the cultivation of one vegetable and one flower. These should be large-seeded and quick-growing like peas, string-beans, radish, nasturtiums, zinias and four-o-clocks. Teach by demonstration lessons requiring them to repeat what they have seen you do. Use earliest maturing varieties. Gather for use at school or home. Save seeds. In the third grade we usually find Home Geography called for. In connection with this what could be more helpful than to have the children learn to grow some of the food crops that are raised "around home" and per haps some desirable ones that are not commonly grown, or, if common, not always well grown? For example, our old friend, the lettuce, is all too frequently sown thick and broadcast and thinned only as some is needed for the table. But it is very little trouble to transplant and then it can be set far enough apart so it will head and so produce the same kind of lettuce we buy in the market. This crop is quickly grown. Yet it gives the practice in transplanting and, with this mastered in the fall, the following spring many of the more difficult vegetables can be handled, such as cabbage, cauliflower, and kohl rabi; tomatoes, peppers and egg plant, beside such small seeded flowers as pansies, asters, and cosmos. The third grade pupils should have good stiff practice in preparing the seed bed or boxes, sowing, watering, transplanting and cultivating their crops. Community work may consist of some effort at beautifying the school yard, keeping it clean, planting something ornamental and practical ethics. Agriculture has been adopted as a grammar grade subject in many counties of California. But, owing to the lack of a definite progressive plan of garden work, the study of agriculture has amounted to little more than the reading of supplementary texts. Grammar grade agriculture should build upon and supplement the nature-study of the primary grades and the school garden should furnish the acutal basis of the work throughout the whole course. The chief aim and business of nature-study in the lower primary grade is the gathering of precepts, the getting of experience, with as many different objects in nature as possible, to know their names and something of their relations to each other and to man. So with garden work here. The first grade children can profitably spend some periods in the garden, watching the older children at work, learning the names of tools, seeds and plants. But a little space should always be reserved for the special work of the first grade. Class exercises may consist of planting bulbs in the fall and in the spring a bed of sunflowers and a row of popcorn. These will furnish good material for life history studies. The sunflower seeds will attract birds as they ripen and the popcorn can be used at Thanksgiving time. Second grade children should have some individual garden work if possible. Plots not smaller than 3 by 5 feet for one or two pupils will allow the cultivation of one vegetable and one flower. These should be large-seeded and quick-growing like peas, string-beans, radish, nasturtiums, zinias and four-o-clocks. Teach by demonstration lessons requiring them to repeat what they have seen you do. Use earliest maturing varieties. Gather for use at school or home. Save seeds. In the third grade we usually find Home Geography called for. In connection with this what could be more helpful than to have the children learn to grow some of the food crops that are raised "around home" and per haps some desirable ones that are not commonly grown, or, if common, not always well grown? For example, our old friend, the lettuce, is all too frequently sown thick and broadcast and thinned only as some is needed for the table. But it is very little trouble to transplant and then it can be set far enough apart so it will head and so produce the same kind of lettuce we buy in the market. This crop is quickly grown. Yet it gives the practice in transplanting and, with this mastered in the fall, the following spring many of the more difficult vegetables can be handled, such as cabbage, cauliflower, and kohl rabi; tomatoes, peppers and egg plant, beside such small seeded flowers as pansies, asters, and cosmos. The third grade pupils should have good stiff practice in preparing the seed bed or boxes, sowing, watering, transplanting and cultivating their crops. Community work may consist of some effort at beautifying the school yard, keeping it clean, planting something ornamental and practical ethics. Agriculture has been adopted as a grammar grade subject in many counties of California. But owing to the lack of a definite progressive plan of garden work, the study of agriculture has amounted to little more than the reading of supplementary texts. Grammar grade agriculture should build upon and supplement the nature-study of the primary grades and the school garden should furnish the acutal basis of the work throughout the whole course. The chief aim and business of nature-study in the lower primary grade is the gathering of precepts, the getting of experience, with as many different objects in nature as possible, to know their names and something of their relations to each other and to man. So with garden work here. The first grade children can profitably spend some periods in the garden, watching the older children at work, learning the names of tools, seeds and plants. But a little space should always be reserved for the special work of the first grade. Class exercises may consist of planting bulbs in the fall and in the spring a bed of sunflowers and a row of popcorn. These will furnish good material for life history studies. The sunflower seeds will attract birds as they ripen和the popcorn can be used at Thanksgiving time. Second grade children should have some individual garden work if possible. Plots not smaller than 3 by 5 feet for one or two pupils will allow the cultivation of one vegetable and one flower. These should be large-seeded and quick-growing like peas，string-beans，radish，nasturtiums，zinias和four-o-clocks.Teach by demonstration lessons requiring them to repeat what they have seen you do.Ut use earliest maturing varieties.Gather for use at school or home.Save seeds. In the third grade we usually find Home Geography called for.In connection with this what could be more helpful than to havethe children learn to grow someofthefood crops that are raised "aroundhome"andperhapssome desirableonesthatarenotcommonlygrownorifcommonlywornwellgrown?Forexample,theoldfriend,thelettuceisalltoofrequentlysownthickandbroadcastandthinnedonlyassomeisneededforthetable.Botititisverylittletroubletocmplantandthenitcanbegaindueltheartofseedageinitssimlerphasesbutthereismuchmorethatcanbelearnedtoadvantage.Thepreparationsforstartingaschoolnurserywillintroducenewproblems.Atthispointexplainthereasonforgrowbuddergraftedfruitandnuttrees.Makeaseedbedandstratifytheseedsofstonefruits,pomefruits walnuts etc.duringfallorwinter.Whentheseedbeginstosprotplantthemabout sixinchesapartinthe nurseryrowandbudtheminJuneorSeptember.Incaseoffailuretomakebuds“take”thetreecanbeusedagainthefollowingspringorfall.Anyofthetextson Agriculturegivesimpledirectionsforbuddingandgrafting,andBailey'sManualOfGardeninggivesfulldetailsWhenthebuddedtreeshavemadeayear'sgrowthgiveeachpupila tree takehome.Establishacustomintheschool.Thegrowingofbulbsfromtheseedhasbeensuggestedfordothefourthgrade.Thecuttingofhyacinthandillybulbssoastosecureyoungbulbsoroffsetswillproveinterest.Asinglescalefromailybulbwillformsmallbulbletswhenplantedinratherdry soil.HyacinthandtulipbulbsmaybecutintwoorslashedinvariouswaysandplantedagainThisshouldbedone duringspringorsummeffectedduringthepreviousyearshouldbeplantedand broughtinto bloom.Thelifehistoryofblennialsshouldperformsomeschoolroomexperimentsontheplantasa livingmachineandtheconditionsnecessaryforitssuccess;conditionsa necessaryforthegerminationofseeds,the soilwhatitis,andwhatisgoingoninit,andtherelationbetweentheplantandthe soil.Simpleexperimentsarenowdevisedforthegardeninthefirst fewchaptersof"AgricultureforSchoolsofthePacificSlope"byHilgarandOsterhout.Inschoolswhere therehas beenno Garden,sucha seriesofexperimentsformbestpreparationforthegardenworkofthegrammargradepupils. When garden work has been introducedinthelowergradesalready,theworkofthe sixthgrademaycenteronmoredifficultphasesofplantpropagation.Theartofpropagatingplantsfromseeds,bulbs,cuttings,and budsisafascinatingsubjecttooldandyoungandchildrenseldenormaltriedwithcommongrowthisneededattschildrenputitinetc.workofthecommunitym directiontothegardenin学校 situatedinashoulddevotespacetoad.Forthe guidanceofthesupplementaryreadinginHilgarandOsterhout'sforSchoolsofthePacificSlope.[Fromab bulletlinbyErnockandCyrilA.StebbletheAgriculturalExperimentatBerkeley.] WEARING AWAY OF EARTH Investigations by UralGeological Survey.ofthe numerous drainage basinsUnited States show thatthe countryisbeingremovedrateamonthaverage rateofaboutanyyearsThoughthisantrivialwhenspreadoverofthecountry.itbecomeswhenconsideredasa toolinseparate drainagebasissipplRiver.forinstance,nuallytothesea136400dissolved matterand340alfailOhio River carries83andMissouri Rivercontinuethisas much.Cowwhichhasbuiltupfordelta,bringdownmatteranotherUnitedStates,deliveringtonsforeach square mileage basin.or,a totaloftons. The riversofUralcarryto tidewaterever000000tonsof dissolved513000000tonsof suspechthistotalof783000000sentsmorethan3500yardsofrock,或6100,yardsofsurface solliveactionhad been con crop is quickly grown. Yet it gives the practice in transplanting and, with this mastered in the fall, the following spring many of the more difficult vegetables can be handled, such as cabbage, cauliflower, and kohl rabi; tomatoes, peppers and egg plant, beside such small seeded flowers as pansies, asters, and cosmos. The third grade pupils should have good stiff practice in preparing the seed bed or boxes, sowing, watering, transplanting and cultivating their crops. Community work may consist of some effort at beautifying the school yard, keeping it clean, planting something ornamental, subject to the fundamental principles of landscape art which the teacher should understand. In the fourth grade special attention should be given to the economic phase. Food and fiber plants other than those produced at their homes should be grown in community plots—cotton and flax, mulberry trees, field crops like potato, wheat, sugar beets, etc. The sugar beets can be pulled, cleaned, topped, sliced and stewed to extract the sugar and water evaporated so as to show the sugar present. In a grain region the leading cereals should be grown and for this purpose the Experiment Station at Berkeley will furnish free seed. In the individual gardens some one crop should be so well grown that the produce can be marketed. With a little encouragement many children will do this at home to the great delight of their parents and with the preparation suggested in the second and third grades they ought to succeed. In case this is undertaken at home, the individual plots at school may be used for practice in propagation by bulbs and tubers. Freesias, gladiolus, dahlias and onions can be raised from the seed and the young bulbs saved. Transplant native bulbs from the wild. The garden can be made to vitalize the geography study of these grades. In the fifth grade we come to a period where the nature-study work has usually frittered out. In order ot avoid this weakness it is well to intensify on one or two important lines. The topics of greatest interest and value to the pupils are trees and birds. The two go naturally together The cutting of hyacinth and lily bulbs so as to secure young bulbs or offsets will prove interesting. A single scale from a lily bulb will form small bulblets when planted in rather dry soil. Hyacinth and tulip bulbs may be cut in two or slashed in various ways and planted again. This should be done during spring or summer after flowering. The hotbed and cold frame will furnish much good practice—making and caring for them, including watering and ventilating; raising early cabbage, tomato and pansy plants, etc. Then these same frames may be used for a detailed study of soft and hard wood cuttings of rose, hellotrope, fuchsia, etc. Cuttings of grapes, currants and other bush fruits may be "heeled in" in the cold frame until callus forms. Directions for making cold frames, hotbeds, etc., will be found in Bailey's "Manual of Gardening," which is the most useful general reference book of gardening for the school library. MacMillans, $2. Seventh and eighth grade pupils should grow more difficult vegetables such as asparagus, rhubarb, celery, sweet potato, and flowers such as petunias, begonias, gloxinias, for all of which the hot bed and cold frame will be useful. The element of doing should still predominate and pupils should depend on their gardens or other experiments for data. Problem experiments connected with crop production—best methods of irrigation and cultivation; individual work in crop improvement including seed selection (see Circular 46, Agricultural Experiment Station, pp. 21 and 26, also Hilgard and Osterhout's text, Chapter IX). Quantitative work based upon plot dimensions—area expressed in fractions of an acre, rate of application of fertilizers in plot experiments, amount of products in weight, estimated yield per acre, gross and net returns, etc. When the budded trees have made a year's growth give each pupil a tree to take home. Establish a custom in the school. The growing of bulbs from the seed has been suggested for the fourth grade. The cutting of hyacinth and lily bulbs so as to secure young bulbs or offsets will prove interesting. A single scale from a lily bulb will form small bulblets when planted in rather dry soil. Hyacinth and tulip bulbs may be cut in two or slashed in various ways and planted again. This should be done during spring or summer after flowering. The hotbed and cold frame will furnish much good practice—making and caring for them, including watering and ventilating; raising early cabbage, tomato and pansy plants, etc. Then these same frames may be used for a detailed study of soft and hard wood cuttings of rose, hellotrope, fuchsia, etc. Cuttings of grapes, currants and other bush fruits may be "heeled in" in the cold frame until callus forms. Directions for making cold frames, hotbeds, etc., will be found in Bailey's "Manual of Gardening," which is the most useful general reference book of gardening for the school library. MacMillans, $2. Seventh and eighth grade pupils should grow more difficult vegetables such as asparagus, rhubarb, celery, sweet potato, and flowers such as petunias, begonias, gloxinias, for all of which the hot bed and cold frame will be useful. The element of doing should still predominate and pupils should depend on their gardens or other experiments for data. Problem experiments connected with crop production—best methods of irrigation and cultivation; individual work in crop improvement including seed selection (see Circular 46, Agricultural Experiment Station, pp. 21 and 26, also Hilgard and Osterhout's text, Chapter IX). Quantitative work based upon plot dimensions—area expressed in fractions of an acre, rate of application of fertilizers in plot experiments, amount of products in weight, estimated yield per acre, gross and net returns, etc. The rivers of the U.S. carry to tidewater every 000,000 tons of dissolved 513,000,000 tons of suspensive This total of 783,000,000 sents more than 350,000 yards of rock, or 610,000 yards of surface soil. Sive action had been conceived by Isthmus of Panama of American occupation in excavated the prism for level canal in about 73 days. WAS SURE A VIEW NEW YORK, June 5. Gordon, the English beauty today on the Lusitania, two interesting bits of information on the hour of going away from one is that as soon as divorce from the Hon. M. of England she will m Fries of Vienna who is o she admitted—waiting in her in London. And the other is that she back here in the early in a new play (name of authors withheld) not management of the Shuadded, in parenthesis, patched up the feud with manager, Joe W. Ber. Miss Gordon who demuch for mornings was stateroom when the ship before the parting she ship news reporters Du to-wit, at her bedside. the group, the one wiDyke, put it to a vote, clates agreed that Miss pink silk negligee all trine lace dufflickers, dingbats and other things is sure Hart, Schaffner & M. best on earth, 25 per c Stern & Goodman M. Fullerton, Calif. ANAHEIM GAZETTE Distinct problems for boys and girls should be planned. For example, the boys may choose special problems in the culture of farm crops and the girls, problems connected with landscaping home or school grounds, the planning and planting of groups, borders and ornamental beds. The course outlined above is progressive from grade to grade and so adapted only to larger schools. Smaller schools will be compelled to handle the pupils in groups making the garden work progressive from year to year in those groups. The following scheme is suggested: Group I. Work suggested above for grades 1-3. Group II. Work suggested above for grades 4 and 5. Group III. Work suggested above for grades 6-8. "This organization of material unifies and increases its value from an educational standpoint. Indeed, if the full purpose of the garden work is carried out, it means more than the training of the hand in doing its part of the work successfully and skillfully. It means a training of the eye to see things as they are, a training of the mind to think logically and independently, to draw truthful conclusions and to recognize the dignity of the work." Many schools wish to begin the teaching of agriculture in the grammar grades even though the pupils have had no previous nature-study or garden experience. It should be remembered that the large aims of agriculture in the elementary school are threefold: (1) to create a sympathy for farming, for country life; (2) to drive new direction to many of the old subjects in the curriculum; (3) to link school and community life. The scope of these aims is far reaching, for agriculture, with the school garden as a basis, is potential in the direction of all those factors which make for good citizenship and happiness. Agriculture in the large sense does not mean merely the growing of a field crop, but it means bird life, insect life, weather conditions and other factors in relation to the field crop. Thus the great majority of teachers, whose lives have been far removed from these natural agencies. Coulter's Stock Reducing Sale We are a little overstocked this year—more so than ordinarily. This surplus merchandise must be reduced to normal proportions. And to accomplish this "stock reduction" we have planned a most extraordinary one-month sale, during which time every department of the store will be represented. Everything in our store, excepting restricted goods, will bear unusual reductions in price. This event should particularly attract our out-of-town friends:—for the savings are so manifest and the range of merchandise so varied, as to afford even those of moderate means the incentive to attend. Make this an opportunity to pay Los Angeles a visit. You'll save your expenses on the purchases made at this store. Watch the Daily Los Angeles papers for special events and prices. During this sale we will gladly fill all mail orders promptly and carefully, at the special prices quoted in our advertisements. We prepay all charges on retail purchases of over $5.00 within two hundred miles of Los Angeles by railroad mileage. SHOP BY MAIL AT— 219-229 SOUTH BROADWAY LOS ANGELES, CAL. 224-228 SOUTH HILL STREET The Best Cuts of MEAT Can be had here any time. We don't reserve them for a favored few and compel the others to take what is left. First come is first served in this market. We believe in giving everybody a square deal. Also in selling the very best meat we can get hold of at the prices possible. Try us with an order. CITY MARKET F. W. FLEISCHMANN, Prop. Odd Fellow's Bldg., Center street Phone: Pacific 201 Commercial Hotel FIRST-CLASS DINING ROOM AND BAR Handsomely Furnished Rooms Everything neat and clean A home for the Traveling Public A trial will convince. JOHN ZIEGLER, Manager Anaheim Bakery Peter Syre, prop. Fresh Bread Cakes and Pies Confectionery, Etc. Wedding Cakes a Specialty Los Angeles and Express Sts. Business College SANTA ANA-CALIFORNIA Open all summer. Enter any time. Special course in Grade work, beginning July 5. A year in public school may be saved by spending July and Aug. with us J. JANSS, M. D. Physician & Surgeon 523 W. Center St. Anaheim Office Hours, from 2 to 4 and 7 to 8 p.m. Both Phones W. Harold Wickett, M. D. Res. Phones, Main 8X3, Home 863. Herbert A. Johnston, M. D. Res. Phones, Main 82, Home 862. Drs. Johnston & Wickett Office Hours, 11-12, 2-4, 7-8. Office Phones, Main 81, Home 861. Offices, 310 S. Los Angeles Street. J. L. BEEBE, M. D PHYSICIAN AND SURGEON. Office and res. cor. Center and Palm Sts Office hours: 2 to 4, 7 to 8 p.m. Both Phones. ANAHEIM, CAL. Residence Phone Main 42 Office Phones Main 1141-Home 1401 DR. JOHN H. BOEGE DENTIST Office, Mullinix Building HOURS: 8:30 to 11:30 a.m. 1:30 to 5:00 p.m. Evenings By Appointment RICHARD MELROSE ATTORNEY-AT-LAW and NOTARY PUBLIC Office Center St Special attention given to Probate Matters ANAHEIM H. V. Weisel Roger C. Dutton WEISEL & DUTTON Attorneys and Counselors at Law SPECIAL ATTENTION GIVEN PROBATE MATTERS German Language Spoken Notary Public 2d Floor Mullinix bldg Pacific Phone 1106 Anaheim, Calif. F. C. SPENCER ATTORNEY-AT-LAW Notary Public Odd Fellows' Block, Anaheim, Cal. Finest of Wines, Liquors which has built up for itself a vast delta, brings down more suspended matter than any other river in the United States, delivering annually 387 tons for each square mile of its drainage basin, or a total of 100,740,000 tons. The rivers of the United States carry to tidewater every year 270,000,000 tons of dissolved matter and 613,000,000 tons of suspended matter. This total of 783,000,000 tons represents more than 350,000,000 cubic yards of rock, or 610,000,000 cubic yards of surface soil. If this erosive action had been concentrated on the Isthmus of Panama at the time of American occupation it would have excavated the prism for an 85-foot level canal in about 73 days. WAS SURE A VISION NEW YORK, June 5.—Miss Kitty Gordon, the English beauty who sailed today on the Lusitania, passed out two interesting bits of information at the hour of going away from here. One is that as soon as she gets her divorce from the Hon. Mr. Beresford of England, she will marry Count Fries of Vienna, who is even now—so she admitted—waiting impatiently for her in London. And the other is that she will come back here in the early fall to star in a new play (name of same and authors withheld) not under the management of the Shuberts. She added, in parenthesis, that she had patched up the fend with her former manager, Joe W. Ber. Miss Gordon, who doesn't go in much for mornings, was still in her stateroom when the ship sailed. Just before the parting she received the ship news reporters Du Barry style—to-wit, at her bedside. The dean of the group, the one with the Van Dyke, put it to a vote, and his associates agreed that Miss Gordon in a pink silk negligee all trimmed up with lace dufflickers, dingbats, curwhibbles and other things, is sure one vision. Hart, Schaffner & Marx Clothing, best on earth, 25 per cent discount. Stern & Goodman Mercantile Co., Fullerton, Calif. Lawn Mowers, Rubber Hose, and Garden Tools AT DICKEL'S SEE THE Clarinda Lawn Mower The Best on Earth. Satisfaction Absolutely Guaranteed. Commencing Apr. 1, 1911 The price of "Anaheim Bottled Beer" will be as follows: ONE DOZ. LARGE $1.40 ONE DOZ. SMALL $1.00 BOTTLES RETURNED One Dozen Large 40 Cents One Dozen Small 30 Cents The price of "Anaheim Bottled Beer" will be as follows: ONE DOZ. LARGE $1.40 ONE DOZ. SMALL $1.00 BOTTLES RETURNED One Dozen Large 40 Cents One Dozen Small 30 Cents Union Brewing Co, ANAHEIM, CALIFORNIA Announcement The Angell & Redit Machine Co. wish to announce they have secured the agency for the entire line of "Aeromoter Engines and Windmills" for Anaheim and vicinity. All new machines in these lines, also repairs for same, can be secured through us at our new machine shop, at 220 West Center Street, Anaheim. Angell & Redit Machine Co. PEOPLE, who are accustomed to the best of everything prefer our plumbing, they know that our plumbing fixtures and service give lasting satisfaction. May we have an opportunity to convince YOU? Our estimates on new plumbing will cost you nothing. Come in and get a telephone card. H. HOLLAND Sanitary Plumbing Our estimates on new plumbing will cost you nothing. Come in and get a telephone card. H. HOLLAND Sanitary Plumbing ANAHEIM - CALIFORNIA Sunset Phone 716 PALACE MARKET WM. H. F. SCHUMACHER, Prop. DEALERS IN Choice Fresh and Salted Meats Exclusive Agents for Imperial Creamery Butter. Telephone Main 51. Meats Delivered to All Parts of the City KELLEY & CO. Manufacturers of CEMENT IRRIGATING PIPE All Work Guaranteed Pipe Yards Located at Brookshurst, Cal. O. LAGMAN BUILDER. Graduated as Architect in 1885 Will Furnish Plans, Specifications and Estimates Free of Cost Will Build Mod. 5-R'm House, $1,000 " " " 7-R'm " 1,400 If you have a lot I will Build a House On Monthly Payments Pacific 1111 406 E. Center St