Historical Newspapers of South Carolina

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: .iV i Jf * i THE ORIGINAL UXATIVE GOUGH SYRUP Cures all Coughs and • ssists in expelling Colds from the System by gently moving the bowels., A certain cure for croup and whooping-cough. (Tr»d* Mark KtgliUrtd.) The Red Clover Bloe- eomaad the Honey Bee ie on every bottle. KENNEDY'S LAXATIVE HONEYiETAR MEPAItr.n AT THE LABORATORY OF C. a DeWITT & CO.. CHICAGO. U. 8. A. For sale by Cherokee Drug Co., Gaffney; L. D. Allison, Cowoens. Ask for the 1906 Kodol Almanac and 500 year Calendar. By Rev. Frank De Witt Talmafe, D. D. Los Angeles. Cal., Jan. 21.—In this pennon the preacher pays tribute to the work of those who are molding the character and shaping the career of the men and women of the future, to the teachers of America, the text chosen •apposed to relieve your mother, It was the pest of your life. In the first place, inevitably the family would use up all the water you drew before going to bed. Then your mother in the morn ing would call, “Charley, I wish you would bring me a pall of water.” Then you would go to that pump and grasp the iron handle and pump and pump and pump, and the water would not come. There was no conaectlon be tween the top and the bottom. At last, In complete disgust, you would have to take the pall and go clear out to the barn and get some water and pour it down the pipe before you could got the connection with the well be low. Well, that pail of water you had to carry from afar and pour down the pipe Is the symbol to me of the rudi- being Homans xli, 7, “He that teacheth. u^uts of an education which the scbool- AUDITOR’S NOTICE. Notice is hereby given that my office will be open on the first day of Janu ary, 1906, and stand open until the 20th day of February, 1906, for the puryose of receiving returns of pro- pervy for taxation for the year 1906. I will be at the following precinct! for the purpose of receiving retufne at the times specified below till 3 P. At Blacksburg, on Thursady and Friday, the 25-26 January, 1906. At Buffalo school house, Saturday, 27th January, 1906. At Allens, Monday, the 29tb Janu ary, 1906. At Grassy Pond, on Tuesday, the 30th January, 1906. And in the office .until the 20th of; February, 1906, after which time the 50 per cent attaches. All persons owning real or personal property will please make return within the time. All real estate must be re-assessed this year and all lots, pieces, parcels or tracts of land must be assessed separately and a value fixed, all build ings assessed and a value fixed by the owner; all new buildings and all transfers. Must state if sold and who to. If bought who from and value fixed by the tax payer, and all property both real and personal, under the con trol or. management of any perso- must be listed by them in their name or in the name of the owner, and the school district in which It belongs. Persons owning real estate or per sonal in two townships or school dis tricts, must say how much In each separately. All money, notes, mortgages ^ •other evidences of credits and bank deposits must be returned. All crops on hand the 1st of August, 1905. All persons having a gross Income over 2,500 dollars, are requested to make return thereof. All returns must be made upon oath before me, or some one who can administer an oath, that It is true. Blanks will be furnished to any person calling at my office. During my absence from the office, you will find my assistant, Mr. J. E. Jefferies, who will take pleasure In waiting on you. W .D. Camp, Auditor. on teaching.” The adage, “Every man to his trade.” is not a child of the nineteenth or twen tieth century. Its cradle was rocked by the murmuring waters of the Pison and the Gihon and the Hiddekel and the Eu phrates rivers when the world was young. It conies down to us with gray hairs, but with stout limbs of a‘“Wan dering Jew.” Its voice has been heard upon every hilltop and In every valley since Abel became a herdsman and Cain a tiller of the soil. No sooner.did man combine with man in communities or associations to protect himself from foreign foes than he became a special ist. He said to some members of bis community, “You be our soldiers to protect us in time of war.” He said to others, “You be our legislators and make our laws.” He said to others, “You be our priests and teach us about God.” He said to others, “You be our physicians or medicine men and care for us while we are sick.” He said to others. “You be our sailors and navi gate our ships and bring to us our mer- chaudise from afar.” He said to the wives and mothers, “You be our house- teacher is compelled to pour into the brain of the children. Without these rudiments the child will never be in touch with the intellectual world. To Make the Student Think. But, having put the scholar in touch with the intellectual world, the next great duty of the schoolteacher is to make the student think for himself and do for himself. The cells of the brain are just the same as the muscles and cells of the rest of the body. In order to become developed and strong and virile, in order to grasp the gr°at prob lems of life and solve them aright, that brain must have exercise. It must iMirn to .be independent. It cannot be carried around as a valetudinarian by a scholastic nurse. Thus the second great duty of the schoolteacher is to in spire In the minds of his students the realization that they can do something. “No truth is really our own,” said Rnlph Waldo Emerson, “until we dis cover it for ourselves." I was never more impressed with this fact than when talking some time ago with one of the members of my church who is the principal at the Detention keepers and nurses and spinners and home of Los Angeles. He said to me: rear our young and cook our food and l “The greatest work of the teacher is to weave our clothing.” He said to others, inspire in his pupils confidence In them- “Y'ou lie our fanners or our architects selves. Now, In our Detention home I and raise our crops or build our tem ples and homes and aqueducts.” And everywhere the necessities of life have compelled man not to do all things well, but to do one tiling for the benefit of have had this theory well tested. There we have what Is called the garbage pile of the youths of this city. If a boy will not study and seems to be an Incorrigi ble he is sent to me. I inevitably find all. Thus as the centuries have gone on j him a doubter of his own abilities, man has more and more become a spe- When I can dissipate that doubt I can ciallst. always make something good ont of the More than that, as the world has ad- boy. When a boy comes into our home vanced in itfc development trades and I say to him, ‘What can you do, my professions have been divided and sub- son?’ ‘Nothing,’ ho generally answers, divided into specialties. Once the fam- ‘What!’ I say. ‘Nothing. Oh, yes; you lly physician's duties were almost as must know something?’ ‘Nope,’ he an- numerous as the tints of the rainbow, swers, ‘nothing.’ ‘Well, what do you •rerythlng and anything that la right which will stimulate the action of the brain. A child develops more by what he does than by what you do for him. Thank God that our schoolteachers can Inspire their scholars into doing as well as Into receiving! Training the Child. I see the teacher training the prac tical child. I see him also ttainlng the aesthetic child or the student of the beautiful. I hear him saying to the young student: “Young man, there Is something more in life than planting a cabbage patch,* or hoeing corn, or digging an ell well. There Is some thing more In life than in owning a mortgage upon your neighbor’s farm and squeezing him out of his property In hard times. There is other litera ture in life than that found in the stock columns of the daily newspapers. There is something higher than the rattle of the miser’s gold.” The true teacher tries to lead his scholars into the higher realms of the beautiful. He inspires them with the harmonies of nature, of sound and ©f color. He gets the best pictures he can and hangs them upon the school walls. He tries to do for his class room what Mary A. Livermore did for her schol ars when she was a teacher In Dux- bury, Mass. She did not go into her class room and say, “Now, children, you must go to Work and work hard and bate just as miserable a time as you can.” Oh, no. She made play out of work. When she was teaching bot any she gathered the beautiful fiowers out of the fields and took them Into the class rooms. Then on certain Satur days she took her class out into the woods to find the flowers and to study them in their home retreats. Then, in stead of studying the stars by books alone, she would meet her class ou a clear night, and together they would roam through stellar worlds. Then, In stead of making music a bore, she formed her scholars into singing classes, and ever and anon the teachers and scholars would go off on picnics, taking their games and their violins along. Do you wonder that Mary A. Livermore worked her way into the hearts of her scholars and inspired them with the love of the beautiful? Love of the Beaattfal. While, on the other hand, have not all of us had teachers of history or of Eng lish literature or of oratory or of bot any or of art so dead to their themes that we never entered their classes un less it was with leaden feet? Even when we studied Goethe or Macaulay or Ruskin we felt It was a drudgery, MASTER’S SALE. By virtue of a decree of the Court of Common Pleas for Spartanburg county, South Carolina, in the case of the Fidelity Loan and Trust Company, of Spartanburg, against Henry W. Thomson and otihers, I, J. J. Burnett Masber for Spartanburg county, will sell at public auction before the court house in the city of Gaffney, Cherokee county, S. C., on salesday in Febru ary -906, being the fifth day of said month, during the usual hours of sale, the following described real estate on the following terms: All that certain tract of land In Cherokee county, South Carolina, in Gowdeysville township, containing fifty-six (56) acres, more or less; bounded by the lands of Sarratt, Syl Estes, Salem church and Broad river. •Terms of sale: One-half cash; bal ance on a credit of one year, with *- teresti from day of sale, secured by bond of purchaser and mortgage of premises; purchaser to pay for papers and recording and to have the privilege of Dayi o ' T all cash. J. J. Burnett. Master for Spartanburg County. S. C. Jan. 13, 1906. Pub. Jan. 19. 26 & Feb. 2. NOTICE. We will sell on the 10th day of Feb ruary, 1906, at the late residence of Mary W. Gaston, deceased, In Blacks burg, S. C., all of the personal proper ty belonging to the estate of said de ceased, consisting of bureau, bed steads and bedding, sideboard, tables, stove and fixtures, and four head of cattle. Also the house and lot where de ceased lived, situated In the town of Blacksburg. S. C.. on Shelby and Cher okee streets. At same time and place, one hundred and thirteen (113) acres of land on Broad river, known as the David Gaston home place. The per sonal property will be sold for cash, the real estate will be sold onp-halt cash and balance on twelve months credit with Interest from date, with mortgage on premises to secure the payment of the same. D. D. Gaston. W. D. Gaston, Executors. Blacksburg, S. C., Jan. 4th, 1906. Jan. 12. 19, 26, Feb. 2. 9. NOTICE. Hereafter we will gin on Wednes day of each week only. Victor Cotton Oil. Co. 1-12-tf. HOTSKnHTCYCURE He was not only doctor, but he was surgeon and dentist and pharmacist and oculist as well. If a man had a toothache it was the village physician who pushed in the forceps and pulled out the decayed molar. If the patient needed medicine the physician not only wrote the prescription, but compound ed the drugs. If the leg bad to be am putated it was the family physician who drove in the knife. If the aged man’s eyes were in trouble it was the family physician who cut away the cataract or fitted on the glasses. Now all these different duties are done by specialists. The average family physi cian would no more expect to be tbs surgeon or the oculist or the pharma cist than he would expect to do ths work of the lawyer or the electrician or the mining engineer. lu other words, “every man to his trade” is an adage which has divided and subdivid- kuow about arithmetic?’ ‘Nothing, I told you,’ he again answers. ‘Nothing.’ Then I say, ‘Well, what do you do for a living?’ ‘Sell papers.’ ‘Well, how do you buy your papers?’ T gets them at the office for half a cent and sells them for a penny.’ ‘Indeed,’ I say. ‘Then how do you make change when you sell those papers unless you know how to count?’ With that the boy’s eyes will begin to open, and be will begin to see that making change is arithmetic and buying papers is counting figures. And thus I lead him on until he realizes that Christ’s bands? Friedrich Proebel him self said, “All education not founded on religion Is unproductive.” Ah, schoolteacher, I think I can put my finger upon the weak spot of your schoolteaching! You are spiritually a blind man trying to lead the blind. You want your scholars to be like Christ, and yet you yourself have not surrendered your own heart to the Sav iour. Will you do It now In order to give the right kind of an example to your children? The next way to make youj* scholars true and noble is to appeal to their best manhood and womanhood. A sneaking teacher will Inevitably have a sneaking and dishonest band of stu dents. If a teacher will place his stu dents upon their honor they will be honorable young men and women. If he watches them as a spy would try to ferret out the actions of an enemy he will find his scholars dishonest, and there Is no exception to the rule. Thomas Arnold’s Plan. This truth has been well demonstrat ed by the history of the greatest teach ers who ever lived. When Thomas Arnold went to Rugby there were more rules there than days In the year. Ev ery teacher was expected to be a spy. No teacher trusted a boy any more than a warden In Sing Sing peniten tiary would trust a life convict outside the penitentiary walls. All these rules were written upon a board and nailed up in Rugby chapel. No sooner did Thomas Arnold take charge than he cut down that board of rules and threw It into the fire. He then had the boys assemble before bim, and he said: “Young gentlemen. I expect every one of you to be an honorable youug man. This school hereafter Is to be run on the honor of Its pupils.” By that course Thomas Arnold turned a lot of deceiving pupils into a band of honest boys. The same fact was true in reference to the life of Mary A. Livermore at Duxbury. This is her testimony: “I informed my pupils on the opening day that the school was to be self governed. There were to be no punishments for offenses, no rewards for well doing. Each one must conform to the rules of the school as a matter of honor or leave it. Every young man was to be a gentleman, every one of the young girls a lady.” Do you wonder when Mary A. Livermore started her school upon each a basis as this that she had young gentlemen and young ladies for her scholars? How was it, O teacher, with your past life? If you had a teacher who never trusted you and .* Women as Well as Men Are Made Miserable by Kidney Trouble. Kidney trouble preys upon the mind. Murages and lessens ambition; beauty, vigor and cheerfulness soon disappear when the kid neys are out of order or diseased. Kidney trouble has become so prevalent that it is not uncommon for a child to be born afflicted with weak kid neys. If the child urin ates too often, if the urine scalds the flesh or if, when the child reaches an age when it should be able t« control the passage, it is yet afflicted with bed-wetting, depend upon it. the cause of the difficulty is kidney trouble, and the first step should be towards the treatment of these important organs. This unpleasant trouble is due to a diseased condition of the kidneys and bladder and not to a habit as most people suppose. Women as well as men are made mis erable with kidney and bladder trouble, and both need the same great remedy. The mild and the immediate effect of Swamp-Root is soon realized. It is sold by druggists, in fifty- 'ent and one dollar < izes. You may have a| sample bottle by mail ree, also pamphlet tell- ng all about it. including many of the housands of testimonial letters received ■ mm sufferers cared. In writing Dr. Kilmer ■ i Co., Binghamton, N. Y., be sure and ! lentton this paper. Don’t make any mistake, but re member the name, Swamp-Root, Dr. Kilmer’s Swamp-Root, and the ad dress, Binghampton, N. Y., on every bottle. Home of Swamp-Hoot. ' ' PACKER ; 8 HAIR BALSAM Clean w« and beaatifiee the hair. Promote* a luxuriant growth. Never Salle to Heetore Gray Hair to lit Youthful Color. Cures scalp diseases it hair falling. fOc,and tl.n at Unijgtists because our teacher himself was stolid | was trying to catch you In a dishonest and unresponsive to the harmonies of act, did you not cheat under his very the beautiful. Oh, the teacher who does eyes? You did, and you know it. On not inspire his pesple with a love for the beautiful has lost half of his or her mission! Some time ago I was in the home of a very intelligent lady. During the conversation she said to me. “My little daughter has read nearly all the standard works.” “Is that so?” I an swered. “Do you pay her for reading those books?” “Never,” answered this lady. “That was the great mistake my mother made. In order to get me to he himself can oonnt and do some- read good books she used to pay me. thing.” The result was unless I was paid money Not it Sponso. j I never read good literature. Years The human brain should be some- i after my mother’s death I found out thing more than a sponge. The brain my mistake. Then I commenced to should be able to give out as well ns read good books for the Joy that I got take In. The brain should be like a out of them. I try to Inspire my daugb- mountaln side, gushing forth with ter to naturally seek the beautiful and brooks and springs, rather than a great ; love the beautiful in literature because cavity or reservoir, capable of holding I I love the beautiful there.” As teachers have you not a higher mission in life ed and kept on redividing the human j a , ot of wnter whlch ln tlme becomes race into its different groups until noth , nR more or losR than n Rtu g nant men by natural adaptation learn to do one thing well rather than a dozen things poorly. Kvery Man to H!a Trade. Paul nearly 2,000 years ago recog nized the social law, “Every man to his trade.” Writing to the Romans, he said, “Having, then, gifts differing ac cording to the grace that Is given to ns.” That means, having special pow ers of brain, of body and of conse cration, let us do the work God baa given to us to do each in his own line and In his own sphere. Then Paul goes ou to enumerate the different lines of work to which God has called different men. Among those different lines of work he mentions that of teaching. He seems to say: “O man, If God has called you to the teacher’s throne, give to your work the very best energies of your*life! Never neglect your noble profession one Instant.” And of all the professions and works Paul here mentions I do not believe there Is one more Important than that of teaching. Thus this moruing I select a mighty subject. May God help us to show the power of “the teacher’s throne” and how we should honor its occupant and recognize the responsibility of the work that is done there and its value! The first great reason why we send our children to school Is to wake up the mind and put it Into touch with the outside world. That mental awak ening is no easy task to perform. The word “education” comes from the Lat in word “educo,” meaning “to bring out.” “Education means literally,” aays the lexicographer, “the educing, the leading out or drawing out of the latent powers of an individual.” But in order to draw out you must first put lu. You must open the avenues of knowledge upon which “thoughts” as charioteers can harness up their flash ing eyed verbal chargers and drive. You must have the great wires eon- necting brain with brain, as the Atlan tic cable connects the old world with the new. In other words, the school teacher must mold the child’s mind so that it can read and write and multi ply and spell. The well of knowledge always seems to me like that great deep well on your than simply hammering the multlpllca- pool. It is just at this point that tion table Into your pupils’ minds? Do Friedrich Froebel, the great German educator, has been able within the last few years to absolutely revolutionize the educational system of the world. The gist of his teachings Is this: ‘To have found one-fourth of an answer to a question by his own effort is of more value and Importance to a child than It is to half bear and half understand that answer In the words of another.” Thus we find the average schoolroom for our children a far different place from that we used to attend. We there find the children playing games and building blocks and working at car penter benches and bending over kitch en stoves and drawing pictures and singing songs. They work with their heads; they work with their hands and fingers. The schoolroom Is a place whore our children are taught not only theories, but practicalities. That to true education. And here let me state something di rectly to the parents in reference to this law. Every father and mother ought to be the public school teacher’s assistants. They ought to supplement the work of the scchoolrooin in the home. How are they to do that? By Inspiring their children in every way possible to do something for them selves. Buy them all the games they are able to play. Checkers and domi nos and parchessl and authors and chess and croquet and golf and tennis are not time wasters, but brain devel*' Spers. The striving for the mastery In games develops the power to succeed In life. When the Duke of Wellington was prime minister of England he paid a visit to his old school of Eton. Wbils he was watching the boys play football npon the field he said to the principal. “The battle of Waterloo was won here.” If Arthur Wellesley had never contended for mastery upon the play ground he would never have been able to conquer England’s greatest foe. Furthermore, not only should parents stimulate the activities of their chil dren by games, but also get their chil dren too) boxes, and scroll saws, and printing presses, and magic lantern tildes, and kodaks, If they will use them. All these things will be the you ever talk to them about the beauty found In the curve of a rainbow or about the symmetrical blendings of the leaves of a little violet or about the per fect design of a snowflake? But the schoolteacher has still a higher mission than that of cramming a student’s brain full of a few facts and teaching him to love the aesthetic. Art and nature did not make Athens a city of virtuous people. Some of the most loathsome examples of immoral and social licentiousness were prac- . ticed under the shadow of the Parthe non. Some of the greatest writers of the ages walked the streets of Rome. But Rome in its day was what Sodom and Gomorrah were In their days, and in modern times the most popular lover of the aesthetic who ever stepped upon our shores was himself so steeped in immorality that he was not only exiled from all decent society, but was in carcerated in a London jail and passed away despised of men to meet his God and to render an account for his mis spent Lite. Thus, my friend, as a teacher you have something more to do than to teach your scholars to love the books, and the trees, and the moun tains, and the blossoms, and the har vest fields. Importance of Example. How can a teacher lead his pupils to be. pure and true and noble and good ? In the first place, by giving them the example of a teacher who to good fathers farm. In order to make the means of helping to decide your chll- fOimBONET^R i/ eafe, Mr*. Jge splatse work of drawing the water from that well a little easier for your mother your father bought an Iron pump xnd put It in the shed Just outside of ths kitchen. But, though that pump was dren’s future lives. Ays, more than this—If possible let them raise chick ens and doves and rabbits and go flabing and banting. Let them take cure of a horse or a pony. Let them do the other hand, were not all the boys and girls honest and true in dealing with that teacher who used to leave the room on the day of examinations and put the members of your claas on their honor? It always pays to appeal to the honor of your students. Treat your class as honest boys and girls, and they will be honest. Spy on their tracks, and they will cheat you and deceive you at every step. Thus the two great means bj^whlch a teacher Is to mold his classes for Christ Is, first, to be a Christian himself, and, second, to appeal to the Christian Instincts of the scholars by whom he Is surrounded. And now’ I come to one closing plea for the teacher to give his heart to Christ. Of all professions in the world where a person needs the grace of God to sustain him the pedagogical profes sion is the foremost. Of all classes of men and women toward whom the w’orld is most blatantly and cruelly un grateful that class Is to be found among the teachers. “Do you know,” said a teacher to me the other day, “that of all intelligent workmen a teacher la paid the least? A father pays more to the carpenter who shingles his house than he does to the schoolteacher who molds the brains and the character of his child. He pays more to the work man who puts In his plumbing or the mason who rears his walls or to the plasterer who mixes bis lime for his Inside walls than he does to the school teacher who is forming the life of his child for time and for eternity.” “Yes,” I said, “I know It. Shame on the com munity which does It!” But, Christian teachers, though your pay is small, though the world may be ungrateful for the good that you can do, remember the greatest opportuni ties of life are yours. You are the great protectors of society. It Is you who can prevent In the twentieth cen tury such an outbreak as the French revolution of the eighteenth century. You are the great conservators of so cial order. Your w’ork is infinite, though the pay is meager. Christ was never paid a dollar for the work he did for mankind except to be present ed with a cross for a dying bed. But Christ saved the world by his sacrifices. You are not building for time, hut for eternity. You are molding boys and girls for the future. And if you do your work well there will come a time SAW MILLS. LIGHT, MEDIUM AND HEAVY WOOD-WORKING MACHINERY FOR EVERY KIND OF WORK ENGINES AND BOILERS AND SIZES AND FOR EVERY CLASS OF SERVICE. ASK FOR OUR ESTIMATE BEFORE PLACING YOUR ORDER. HBBES MACHINERY COMPANY COLUMBIA, 8- C. Overworked KIDNEYS irtnrmy'a Bacha, Uln and Juniper is prescribed and endorsed] by emi nent physicians. It cures when all else fails. Prevents Kidney Disease, Dropsy, Bright’s Disease,“etc. At all drug stores. 91-00 n Hcjttie. , or direct from The Murra M Drug Co., Columbia, S. C Cut Prices. For the next 30 days I will sell Shoes and all goods at cut prices; same low.prices on To bacco by the box. Call and see my prices on Shoes and other goods. Yours to please, I. M. Peeler. and time and pure and noble. On y a „ hen shaII have your nwtir± short time ago I was talking to a lady when on the great day of Judgme nt who for years was a successful teach- i al , the natlon8 of the earth 8hall ag . T? 0 fv° Ur We ! te . rn ?; 1 I “ ,d ’ semble to receive their rewards some What to the greatest essential for a who are , a8t here 9haI , ^ flrst there . successful teacher’s life?" She un- 0n that d |f have done your hesitatingly answered: “Example She WQrk wel , chr , 8t will int t0 ^ lf pel mumpb of Rome of yo„r pupil, end wants her scholars to be good.’ aay: “O teacher, these men and wo- A fewdaysagotheprindpalof one men ^ ht for me because thou of the Los Angeles public schools said dldgt tb work fa!thfully ln 8chool . to me: I cannot expect anything bet- room! Come t orth, O teacher, and ter from my students than I am my- get tby rewurd! .. Then Christ will say self.. For the last two weeks I have t0 oId jIg . .. FrlendSi hel p thy been trying especiany to be kind and ma9ter t0 bis throne A ^ gchool . gentle and forgiving. »Why? I know If I am kind and gentle I will make my children kind and gentle also.” There to a magnetic connection be tween the pupil’s seat aud the teach er’s desk. You know It, O teacher! -I am going to ask yon one blnnt ques tion. Is there any way easier for a teacher to be true and noble and good than by surrendering his Ufe Into teacher, mount and take thy crown.” Bo may it be. I pray God that such heavenly reward shall be thine, be cause thou, a Christian teacher, art do ing thy work well for the Master now In thy humble sphere on earth. Do you wonder Paul praised the teacher’s Ufe work when he said, “He that teach eth. on teaching.” [Copyright. IMS, by Louis Klopsoh.) FOR Building and Plastering Lime, Coal, and Plaster Hair, Plaster Paris, Shingles, Portland Cement, Dynamite, Blasting Powder, Fuse, and Dynamite Caps, call on LIMESTONE SPRINGS LIME WORKS. CARROLL A CO, Loesses. Telephone K7. The Builders Supply Co. Successors to L. Baker, Will furnish your Building Material of the best that the markets afford and at the lowest living prices. No. 1 heart pine Shingles and Laths, Guar anteed Pure White Lead and Zinc, and Pure Linseed Oil. Nothing better to paint your house with and costa less than mixed paints. When In need of anything in the building line, cal} and see us; we'll treat you c< teoualy and make your estimates, nothing- T^. Bake; MANAGER. r<