THURSDAY. FEBRUARY 13, 1925‘.
3
v
I THE EVENING SENTINElié—SOUTH ' NORWALK. coup.
. PAGE THREE
How NORWALK’S YOUTH ARE BEING PREPARED FOR
Aims And Reads Of
Junior High School
Franklin School Principal Explains In Graphic'
Manner How Necessary It Is For Adoles-
By GEORGE
Principal, Franklin
IIn order to best explain what the
Junior High school is and what it
is attempting to do. it might be bet-
ter first to tell what the junior high
sphool is not.
. Some folks believe that the junior
high school was organized tp relieve
‘the overcrowded conditions of the
grades and the senior High school.
They believe it to be a plan to avoid
the necessity of erecting new grade
and senior high school buildings and
. thus save money for the community.
When we stop to realize that the
Junior high school. in order to do
.its work properly. needs a specially
constructed building. especially
equipped for this work. we see at
. once that this idea is wrong. When
we consider that within the past
year Norwaik has built two schools,
. . ,,,the Center junior high and Roger
7‘ ,Ludlow school. planned especially
N
r.
meter of fact.
“V
‘ ,for junior high school work. we can
,better realize that the junior high
ichool was not planned merely to re~
lieve crowded conditions in grade or
senior high school.
Some may say. “Oh yes. The ju-
' nior high school is a sort of a young
“high school. Here the pupils pass to
different teachers for different sub-
Jects just as they do in high school."
,. This idea. is also wrong. for the mere
passing of pupils from one teacher
to another does n‘ot in itself consti-
tite a junior high school. As a mat-
in some school systems.
other than Norwalk. pupils of
grades as low as the fifth grade
' often pass to different teachers for
.. different subjects. yet this does not
make of these grades junior high
schools.
I What. is the junior high school?
The junior high school is that
“ branch of public education that car-
: ries a pupil over the period of tran-
sition from the elementary school to
.the Senior high school.
The Junior High Pupil
Formerly it was the custom to
_ spend eight years in elementary
work which could just as easily. have
been covered in six years. As a
matter of fact the seventh and
~eighth grades under the old plan
were given over almost entirely
to a review of the first six years'
7 work. This plan had the effect of
causing a'large number of pupils
who were not planning to go to
,hlgh school to drop out of school.
.-‘so that fewer pupils entered the high
school and the others left with a
preparation for high school work.
but with little preparation for litre
itself. Those who entered the high
‘school did so with very little or no
idea of what they could best do. so
“it required considerable adjustment
~ before they really found themselves.
The junior high school receives
the pupil from the elementary school
work with its massed plan of edu-
cation and by means of its pro-
gram of studies. its methods of
teaching. and its self government-
; al and social activities plans to lead
."the pupil to a wiser selections of
‘work in the Senior high and for
those who plan to leave school. a
better understanding of what place
in life they may most efficiently and
successfully fill.
Before considering how the junior
high school plans to do this work.
" it will be necessary to consider first
the junior high school pupil. The
'junior high school takes in the
seventh. eighth and ninth grades of
l the twelve your school system. The
pupils of these grades are in the
early years of the change from
childhood to young manhood and
iyoung womanhood. known as the
adolescent period.
. ‘It is because of the nature and
7 make up of this adolescent or
- changing boy or girl that the ju-
5 nlor high school is able most sue.
\ 3 cessfully to carry the child over the
.3
i.
'5
i,
i
V out.
p
> period of transition. and so fit him
for his future activities in school or
. The Awkward Age
' It is during the adolescent period
. that children become more or less
' of a problem to parents. We often
I hear a parent say. “Jimmie (or Su-
sie) has changed so. I don't know
, what to make of him. He just day.
. dreams all day long. can't remem-
3 her a thing for five minutes and
i half the time don’t seem to listen
I when I talk to him." This is very
itrue and in addition to this. cer-
grain objectionable practices begin to
, show themselves. such as the tell-
* J 1 ing of tales that cannot be verified.
"action that seem underhanded or
deceitful. and a disposition to ques-
tion authority at times. Along with
these objectionable practices. we
”see anthers developing. a certain
Jolt-dependence. a. desire to win
., end and a. certain awakening to
..the value of spiritual thing. it is in.
3 deed is very important period in a
“ child's life and before we pass judg-
". meat upon him we must realize just
what he is passing through. .
I To do this we must understand
that during the adolescent period a
,1 child is undergoing a. certain physi-
, cal. mental. and nervous change. If
' we consider the boy of this period
we are impressed with a certain lack
of-nervous control. His hands and
1 feet seem to be too large for the
-»rest of his body and are constantly
getting in the way. He fumbles
everything and passes on his way
hf - tripping over everything and knock.
ing things over here and there. He
3 is clumsy and awkward and people
'1 do not hestitate to tell him so. He
:is likewise embarrassed when he'
Istalks. His voice begins in a high
Xtrebie and ends in a low rumble. He
1’ has very little control over his nerv-
’ one system at this time.
’ V The girl shows somewhat the same
3symptoms. Her appetite becomes
f deranged. If you permit her to put
5 up her lunch she’ will. as likely as
‘ put up a piece of cake. a pickle
’ an apple oror‘ange. If she
= her lunch she will live on ice
4- and on like. send her
i
,. cent Student In Period Of Transition.
R. BRUNJES
Junior High School
to the store for a hat or a piece of
cloth and she will bring back the
guudlest thing she can find. She is
subject to moods,—-laughing heartily
one moment and weeping hysterical,
ly the next. She aslo shews a lack
of nervous control for which she
must not be too severely condemned.
Both boy and girl are undergoing
portant one.
No Longer "Kids".
They are now no longer satisfied
to be considered children. They rc-
sent the attentions parents pay them,
attentions which were ‘once gladly
received. Thus if parents'mako any
suggestions for their welfare. such
as a caution to take care of them-
selves they will as- often as not say.
“Geo. mu, you would think I was a
kid, to hear you'talk." They also
begin to exercise a rather paternal
or maternal attitude toward the
younger member of the family. They
are growing and they resent any in-
dication that they are not.
Take the case of a young lad we
shall call James. He is a. very bright
lad with a great imagination. It
was the custom of his parents to
speak about business matters at the
dinner table. This left James out
of it. lie. however. hit upon a
scheme that permitted him to take
part in these discussions. When the
talk drifted to business. James would
tell of a serious accident or home
other noteworthy event he had wit-
nessed that day. Of course. lnvesti.
gallon proved that it was all imagi-
nation. but for a while at least.
James was able to get the attention
he craved.
This period for boy and girl is
also the period of day-dreams and
hero worship. Though present in the
flesh they are often abs'ent in spirit.
While you are talking to him. the
boy is probably thinking of what he
will do at some time in the future.
lie probably fancies himself as an
aviator or a driver of a steam loco-
motive flying through space at a. tre-
mendous rate of speed. The writer
remembers when his chief ambition
was to drive an usiicart because he
had once seen such a cart in a large
city drawn by four horses. If he is
not thinking of his future plans. he
is probably deciding just what ac—
tion he would have taken bad he
been in the position of the hero of
the latest thriller he has just read.
The same is true of the girl with
the exception that her ideal may be
one of tenderness or a desire to win
a place equal to that of Mary Pick-
ford. 30th boy and girl are living
in a world that is really their own
and grown folks rarely ever realize
it or are rarely every able to pone.
irate that world. This may explain
why when you send the boy to the
most likely come back with a pound
of chopped meat.
The Junior High School‘s Work.
Since thwre is a lack of physical
control on the part of the junior
high school pupil it is necessary to
offer opportunities where pupils
may regain that control: For this
reason the physical education work
.in the three junior high s'chools.
*Roger Ludlow, Center and Franklin
emphasizes the inter-class games
rather than the inter-sphooi games.
in this way a larger number of pu-
pils are called upon to play. in the
IRoger Lutllow and Center junior
high schools the auditorium is used
for gymnasium purposes and here
the different groups are enabled to
particiute in group play during dif-
ferent periods of the day. These
games are often directed by pupil
leaders so that there is a chance for
the development of leadership.
When the weather permits there are
out-of—door activities. You will then
find baseball teams. organized in
the a various home desk rooms.
Franklin junior high school has no
faculties for indoor activities but
pupils there are given daily exercise
during the winter months by pupils
acting as leaders. members of the
Sports club, who in turn are train-
ed by the teacher in charge of the
club. When the school is large
enough It is possible to arrange the
pupils in leagues. Thus at Franklin
in the spring and fall of the year
there are three baseball leagues. a
seventh, eighth and ninth grade
league. made up of fifteen baseball
teams. There are also three volley
ball leagues for boys and girls made
=up of thirty volley ball teams. These
teams in all schools are supervised
by members of the faculty. while.
as for as possible, umpires and ref—
erees are drawn from the student
body. In addition to the baseball
and volley ball games Center and
Franklin have for the past three
years held an inter-class track meet
in the spring. .
Teaching Methods Change.
Since the purpose of the junior
high school is- largely to guide the
pupil in his attempt to discover his
own abilities. we find a change in
the subject material in many cour~
Ises, Much that was once used in
the courses has been dropped out
as beLng of no use to the pupil. To
illustrate. there was a time when
board measure. papering. plastering.
and the like were part of all arith.
metie work. No one is ever called
Iupon to use these operations today.
unless it be. a lumber man. a plas-
terer or paperhanger and they work
out a system of their own. In com-
puting interest. changes have also
been made because tables have been
prepared showing the answer at a
glance. This is also true of square
ioot and cube root. In place of this
work which is considered of very
little importance. we and newwork
some of which was formerly thought portanity go‘- the pop“ 0’ develop
to be only for use in. senior high “up, in mp playing. 1
school. So yrs find pull- 0: "ill. “other feeuus 0! at. .Vf'l‘kpf .
. . ’3'; , p. . . I .1 ‘
another change which is a very im-,
store for a pound of butter he will'
I
I
|
i
I JOHN who
Iseventh grade being gradually intro-
Iduced to the most elementary ulge-
bra and pupils of the ninth grade
being taught some geometry.
Like changes have occurred in
Iother courses. Always the ‘ thought
Iin mind in the selection of subject
'muttcrds “How will the pupil be
able to make use of this material
now, and after his school days are
over?" I
With the change in the subject
Imatter we find a. change in method.
The emphasis in the first was plac-
e‘d upon remembering what the
Iteacher told you and then repeat-
ing it in ,a. parrot-like fashion. in
the junior high school today the
emphasis is placed upon pupil ac-
tivity. and the teacher becomes a
'guldo or director.
I It‘ you were to enter a mathemat-
flcs class at Roger Ludlew school to-
day you would see the pupils bus-
ily engaged in working out the area
of a room by finding the dimensions
of the room themselves. IOr you
lmight probably find them‘ engaged
Iiu the problem of computing the
cost of building or purchasing a
1.homo. paying taxes. water Irent etc..
and then furnishing and maintain-
ing the home. At the Center school
you would find a science class bus-
ily egaged upon the project of elec-
-ir‘lcnl wiring. the pupils doing the
work and the teacher acting
visor. In the study of civics at
Franklin school you will find the
class organized as a CiviI: league
with its various officers conducting
the meeting according to parliamen-
tary procedure. You would find the
league actively engaged in I‘Ivlc pro-
Ijecte working for the betternv-nt of
the school.
The junior high school; pupil is
alive to new experiences mm these
new experiences are brought about
when the work is given a purpose
that the pupil can realize Iho prob-
lem of discipline becomes a minor
one.
The school paper is also used to
give a. motive to the work in Eng-
lish as well as to promote a better
school spirit. Center school pub-
lishes a school magazine. “The Mir-
ror." at regular intervals with the
“Franklin News." a. newsI sheet is
Iprepured by the pupils under the
supervision of a teacher or teach-
ers of the schools. Roger Ludlow
which is it new school will; probably
havelts school paper within u. short
time.
Lcndcrship Developed.
One of the purposes of the junior
high school is to dove-ion leadership
and responsibility on the part of the
pupil. We feel that this is best
done by making opportu ities for
the practice of these two desirable
qualities ,through the student self-
government activities. The three
junior high schools in Norwalk have
agencral organization. The officers
with the exception'of the treasurer.
who is a faculty member. are elect-
ed by the pupils of the school who
conduct their affairswltli a mini-
mum of supervision. The general
organization at Center school assists
in the regulation of traffic, encour-
ages scholastic efforts byIawarding
prizes for scholarship, and promotes
athletic activities by awarding prizes
and furnishing athletic equipment.
It also awards certificates of general
excellence to pupils who. while not
exceeding in any particular line.
Show an interest in school work by
regular attendance. punctuality ef-
fort aud development. This is like-
wise true of the general organiza-
tion of Roger Ludlow and Franklin
schools. In addition to the above.
the general organization OI Franklin
school awards medals. emblems and
“F's" to pupils winning a certain
number of points under each of the
following: Physical efllclenuy, men-
tal efficiency, social efilciency and
moral efficiency. Other activities of
the general organization, are the
awardlbg of certificates forI thrift and
outstanding citizenship. For one
period each week the pupils of the
Norwalk junior high schools meet
for what is called the club period,
The club work not only enables a
pupil to discover hidden abilities
in himself. by working informally
but it is planned to heipI pupils to
make good use of leisure time. a
vexing problem today as it has al-
ways been.
Below is a list of some. but not
all. of the clubs found inithe three
Norwaik junior high schools.
,, ROGER LUDIDW ‘
Science club. Glee club. Boys’ cho.
rue. Nautical club, Reed club, Dra-
matic society.
. CENTER
Science club, Folk dancing. Senior
dramatic. junior dramatic, Glee
club. Boys' club. Reading club. Eng-
lish club and Debating club.
. FRANKLIN .,
Needlework club. 3 classes; Reed
club. 3 classes; Dramatic. Debating.
Art and Design. Girl Scouts. Sports
club. shew card writing. Junior and
Senior Science, Glee club Iand Boys
chorus.
The junior high school orchestra
is formed of pupils of ,the three
schools and meets weekl . It has
playedst all the junior h is school
affairs and presents a wonderful op-
us ad- ,
3,550 Pupils in City’s
Elementary Schools
Organization Explained—Children Housed In
18 Buildings Covering Circuit Of 35 Miles-—
. Number of Rooms In Each.
The first six years of school work.
with the kindergarten. constitute the
elementary schools.
There are about 8,660 children in
the elementary schools. These chil-
dren are housed in 18 different school
buildings covering a. circuit of up
proximately 85 miles.
The number of rooms in use in
each building ranges from one to 11
with Washington building having the
highest‘ number of classrooms in
operation. An enumeration of the
number of buildings as to classrooms
used follows;
' One room buildings. 2.
Two room buildings. 1.
Three room buildings. 3.
Four room buildings. 4.
Seven room buildings. 2.
Eight room buildings. 3.
Nine room buildings. 2.
Eleven room buildings, 1.
There are 98 teachers in the ele-
mcntary schools. eight of whom are
kindergarten teachers. one special
teacher. and 89 teachers of grades 1
to 6 inclusive.
The following list will show the
teacher and grade organization for
tho Norwalk junior high school is
the try-out or exploration courses.
During some period of the week in
the three schools. pupils are given
an opportunity to test their abilities
in the three branches. language,
commercial or industrial work. Dur-
ing this period the pupil is under
the observation of the teacher in
charge and an attempt is made to
determine .the ability of the child
in that particular subject. The aim
is to prevent a child from making
the mistake of electing work in the
ninth year for which he is not fit—
ied. It works two ways it prevents
the election of work which a. pupil
in not capable of doing and it also
discovers to a child ability to do
work of which the child was up to
this time ignorant.
In the Franklin junior high school.
which because of its size. is able to
provide more flexibility. pupils are
promoted largely by subject. Thus
if a pupil fails in one or more sub-
jects he may go on with the advanc-
ed work in the subjects which he
passed. instead of repeating the en-
-tire grade. The pupils are also ar-
ranged in classes according to abil-
ity. This enables the teacher to plan
the work so as to enable the pupils
to advance at a rate of speed com-
mensurable with their ability. it nl-'
so means a smaller group of back»
ward children who can receive more
of the teacher's individual attention.
All the junior high schools of
Norwalk. provide opportunity whole
a pupil may take an extra period or
more work in the subject in which
he is failing. thus minimizing the
failures in various subjects.
Thedendcncy of this individual at
tention seems to be to keep pupils
in school for a longer period than
iorinorly.
Some Examples
You may ask ”How does the In.
nior high school function as far as
the individual is concerned?" 1.“!
me ciio two instances in answer to
this question. Charles. we shall cull
him, entered a Norwuik junior high
school from a school in New York
state. Before leaving New York his
mother was advised by the principal
of the school to withdraw him and
put him in trade school. because. us
he expressed it. "he would never
learn." Charles was slow when it
came to abstract work. but the In-
nior high school program developed
powers of responsibility and leader-
ship that were not suspected before.
He became president of tho Gener-
Orgnnizatlon and was president of
the class. He graduated from Senior
High school and is now planning to
enter college. Without the opportu—
nity for exploration and discovery
offered by the junior high school it
is probable his education would have
been completed by the end of the
seventh grade.
James was an Italian boy. not-
ed for his slowness in all abstract
work. The only thing that kept
him in school was his interest in
shop work and in this work he was
exceptionally good. He was given
opportunities of assisting beginning
pupils in their work. He completed
the junior high school work and is
now assistant to his father in con-
tracting work.
Many another pupil has been
awakened to his abilities and capa-
cities and has gone on to college or
out into life the “After fitted for his
work because of he discovered
knowledge of what he could do or
could not do.
The following tablei'shovt's the
the semester beginning Feb. 1. 1928.
One teacher in each building is ap-
pointed "llead Teacher" in addition
to the duties of regular classroom
teacher. in this list the letters "H.
T." follow the name of such
teachers.
Center Elementary.
4—«Mirs Louise Martin. H. T.. is-
GB—Mlss Alice Light. B—Miu Anna
'1‘. l’ardce,4-—-.\ilss Margaret Rock:
well. 3- Miss Mary Kincella. Z—Iiiiss'
Ella SchoilcldJ—Mlsn Sara E. Roar-
don. imiiiss Carrie Simms.
Jefferson.
ti---.\fiss Julio. Stowe. H. T.. 5-
Mrs. Eleanor Fenner. (—Mrs. Kath-
leen Sperry. li--Mrs. Margaret
Adams. 2—Mrs. Ethel Robertson.
l—Jilss Marion Hayes. Kdgn.-—Mrs.
Mat Train.
Over River.
Sui—Alisa Florence Rkldd, H. T..
3-4---.\ilss May liarrls, ‘.!—-.‘iiiss
Malia Schotleld, i—Miss Jessie
Polvez.
“'tnnipauk.
l~6~»-.\liss Edith Richdaic. H. T..
3-4—.\llss Madeline Prcndcrgast. 1-2
-—-.\iiss Amy Weed.
Roosevelt.
LAT—Miss Florence Loudon, H. T..
f—ilrs. Ella Root. Sui—Miss Flor-
C‘l‘iCt: Banks, l—Mrs. Florence lloyt.
Rowayton.
his—Miss Angelina Wakenian. H.
T.. i-5—lilss Ediili Lewis. 3-i—
Miss Catherine Curtin. 1-2-—Mrs.
Adii. Shmmls.
Cranbury.
i-fv—Mlss Edna Fulton.
Iirookside.
Lilo—Miss Daisy B. Scudder. If.
'I‘.
I l-2-3——Miss Gertrude Furi‘elly.
West Sorwalk.
l-G— -.\irs. Edith anrcnee.
('oncord School.
ti—~.\liss Elizabeth Donahue. H. T.
tl~hliss Catherine Doulcnd.
(iv—Miss Alice C. Burns.
i-—~—.\llss Edith Lincoln.
S—lliss Dorothy lloscnfclt.
4—-—I\llt~‘s Mildred it‘lnkier.
l-vMiss Ella. Mlddlebrook.
.’i~.\iiss Anna Sullivan.
S—Mlss Rosalind Rudder.
' l-rankliu.
ti—«Mme Dorothy Sin-neon.
fi—Mlss Dorothy Summon.
{w—Mlss Marie Lenord.
~i-—l\ilss Susan llrucc.
l'utuam.
I:——-Mlss Helena Ciilhauc.
'.'~——i\liss Margaret Moffltt.
”lilies Margaret Clavcn, ii. T.
Kindergarten-31”. May Faye.
Broad River.
' B-G—Mr. Shaiior B. Walkloy, H.
'1‘. -
(bl—Miss Helen liirmaycr.
i-‘i—Miss Dorothy Aycr.
Lincoln.
5 A-SB—Miss Katherine Dyer.
hmhllss Mary O'licorn.
4~Miss Mary Boldizar.
f—Mlss Ursula Kane.
2—Miss lncz Crofoot.
Z—MIss Louise Larrauri.
l—illiss Natalie llabcriin.
lv—Miss Anna l’lorce. H. ’i‘.
Knudsen.
Beatrice Rudder.
Eleanor (lrlffln.
Mary Motiltt. If. T.
Augusta C‘ulhane.
Gertrude Oberlnndcr.
ii -—2\liss
3—)liss
Qv—Mlss
'.l-—l\llss
l-l\lrs_
i—Mlss Madelyn Lilly.
Kindergarten—Ethel Waters.
Kindergartcn~hiies Laura Mc-
Donald. -
Kindergarten—Miss May Moran.
Martin.
G—Mrs. Ruth Campbell.
S—MIss Rose Hales.
f—Mlss Charlotte Jarvis.
3~—.\llss Helen Fitch.
2—.\iiss Charlotte linnford.
l—Miss Delia St. John.
Kindergarten—Miss Lillian Fer~
guson, H. T.
Fitch.
G—Mlss Edith Crossman. H. T.
S—Miss Julia O'Neill.
4A-Mre. Marlon Mlddlcbrook.
3A-lB—Miss Mabel Guthrie.
a—Miss Vivian Scnmmon.
:——Miss Marie Troy.
l—Mrs. Ruth Bradbury.
Kindergarten—Miss Grace Wing.
Washington.
G-Miss Elizabeth lrelanui.
o—Mlss Mary Skid-i,
Lil—Miss Edith Kay. .
5'—Mrs. Katherine Kctzinger.
lid—Miss Bessie Linderburg.
a—Miss Rhoda Jarvis.
z—Mlss Grace Costello.
I-Z—Miss Marion Grumbly.
I-Miss Alma McCrombie.
l—Miss Margaret B. Weed. H. T.
Kindergarten—Miss Florence Mc-
Mahon.
Special Class—Ivy B. Clark.
classification of the teachers in the
elementary schools as to training and experience.
Number of Years
Total Experience
Education I o I 1 I 2 I 3 I 4 I 5 I 6 I 7 I 8 I 9 IlOandoverITotal
Danbury l l I l l I l l l I l I
Normal I4I14|4I1I5I=I31I4I I 13 I16
New Haven | I I I I I I I I I I I
Normal I I I I 1 I I I I I I I ‘ I B
blew Britain I I I I I I I I I I I I
bormal I I I I I I I I I I I 5 I 3
Willimantic I I I 1' I I I | | I I I I
Normal I I I I I I I I ' I I I 1 I 1
Conn. Frocbel | I. I I I I I I I I I I
StateNormal ItI2I_I l1l1I1I1I1|1I 1 I10
Normal schools I I ‘ I I I I I I I I I I
of other states I | I I I I I I I I I 5 I 3
High schools I I I I I I I I I I I
and other I I I I' I I I I I I
Institutions I l I 1 I I 3 I I a I I I I is I 23
Total IinsIsIzIsIsI'lIaIsItI 43 I98
Percent of teachers with Normal School trainihg . . . . . . . . . . . . . . 76
Percent with Hhigh School or
equivalent and with. additional
training. namely. summer and other extension courses . . . . . . . . . . . . . 24
Percent of teachers with ten or more years experience . . .. . . 43.8
Percent .with‘ s or more ram
minim I. m _5 m W9”... sausage-sages» fl"
exp.flenc. tussle-sslyoesteosdl “2-2
LIFE
A complete assortment
of seasonable groceries
of such fine quality as to
make them unusual val?
ues at these low prices!
Our stores now close at nine o’clock on Saturday nights . . . . afford—
ing our employees an extra hour of home life. We are grateful for.
the public cooperation‘I which made this earlier closing possible!
Fresh creamery ‘fres/z
Rich—fresh churned Large, full. new-laid I ”l
-selected by our own eggs—specially selected I.
experts. and 100% fresh! I .
I
doz. c I
i
Spaghetti
or Noodles
tall
cans
The finest of fresh eggs-packed in sealed cartons for your protection
" _ ' . c
Sunnybrook Eggs 49
Rich, creamy, luscious—a natiomwidsfavorifa.
ampbell’s’?‘ 333' «”2? 4:
A rare. spicy-flavored cheese of high quality! .. < I
Cheese ‘ " 31‘ ‘ ..
'A 8 P Brand. A nourishing meal—easy to prepare in dozens of ways! __ I
' c
acaron 3 2
Tender Alaska salmon affine dshhafa flavor! . ‘ I ,
ink ' Eamon ' 2 29° ' '
.4 pure household soap that washes clothes easily and harmlessly! I I 1
WHITE c
Pie G Soap 6 25
Lusciously sweet and fenders-the finest peas canned!
. As? 9
Fancy e + 21
\ Healthful—and so delicious served with fruit juices or cream!
‘3 , ’ c
Shredded heat I I
Iona Brand. Canned in the heart of fhefampus Maryland tomato district! ‘
Maryland No. 2 c
oma .oe crown o .
LEN TEN S UGGES T I ONS ,_ at our low regular prices
“1m“ FancySalinon 33.5 ’21: 25‘ :1:- 45¢ ’
Gorton’s Brick Cosme]: .51.: . u. a. 25°
Boston’s nu: Codiieh fishes .... 14°
Beardsley’s mum Codfish' II’ pa. 13°
'53? Tuna Fish $3 “112' 25" 22‘ 49°
Sultana Tuna Flo he“: ’31:." 20° 1.1: 39°
Underwoodls Sardines «we: "3;.“ 14¢
King Heakanardines mite-.1.“ .... 19°
PortugueseSar . Sec tics: its: .1: 29°
Wheatsworth Flour some: .... 15°
CANNED FOODS at regular price: that also mean savings! '
Del Monte 3 lunch . o . Imam 19°
DelMonte Tb to Sauce . ' c... 7° .
N.Y. State A 1‘ Cflce 59‘? Bf.“ 2 a!“ 25° I
Wisconsin ' , , , i. ..... ..... .. 15°
Delaware Relies-I’m: mm. 3...... an 15°
Good Qualitysweet‘l'eas £93: 2 .... 25°
Encore Spaghetti ”$13.32? 5"“ a. 10'
Mildi'l‘endeir Sauerkraut as: 2.1.. 25: .
Norwalk Chronicler