car and school. Fare was something like 5 cents. Sometimes we took the 25th Street line and went north to Ogden Canyon, then back to town on a line that went to what is now Rainbow Gardens where there was a swimming pool fed from the hot springs at the mouth of the canyon. Sometime during the year, the school purchased a 16 mm movie projector which often was used in the daily assembly, showing such educational films as one promoting the Union Pacific Railroad including Devils Slide, Zion, Grand Canyon, and Bryce Canyon National Parks, at the time, served by the U.P. Most of the films were black and white. There were color films but they required a tri-color prismatic filter on both the camera and the projector. Weber did not have the prism so that black and white pictures had a somewhat peculiar appearance because they had been taken with the filter. During the winter quarter, the college, probably under the direction of John Benson of the Education Department and Guy Hurst of Business, organized a lecture series. I do not remember who had the other lectures, but I was asked to talk on Earthquakes towards the end of February. During the lecture, I said something about not knowing when the next earthquake would occur in Utah, then predicted, It could be in 10 seconds or a hundred years. About two weeks later, on registration day for the spring quarter, an earthquake of magnitude 6.1 hit the Hansel Valley area at the north end of Great Salt Lake shortly after 8:00 a.m. Another smaller shock hit about 11:00 a.m. and still another a few days later. Though they were very noticeable in the Ogden area, there was almost no damage here, but considerable damage in Snowville. KLO had me talk on the radio for a few minutes later that day. In the spring quarter, Dr. Lind came back and taught the geology classes, leaving me with geography, field trips, and most of the examinations and papers. The Weber Faculty was small and close knit with both faculty and staff participating in monthly and bimonthly socials and canyon picnics, often including all the children. Salaries were low, very low. I started at 100 per month and when Dr. Lind returned, it was reduced so the total that first year was about 850. Moreover, salaries were paid only for the nine months of the school year, so summers were very lean and all the faculty had summer jobs to tide them over. Nevertheless, these were choice times for we learned what really counted. Shortly after the start of Autumn Quarter 1934-1935, A. Russell Croft resigned to work for the Intermountain Experiment Station of the U.S. Forest Service, leaving a vacancy in the botany department. Dr. Lind was teaching geology again so I was still only on part time. Since botany was my minor in college and I actually lacked only a few hours of having a major in that field as well, I was given the botany and animal husbandry classes in addition to the geography class, the geology field trips, and papers. There must have been a little more money for supplies and equipment that year because I was able to purchase part of a set of wall maps for the geography-geology classes and some prepared plant materials for botany, but not enough to purchase prepared microscope slides. So I learned enough microtechnique to pre-pare thin sections of plant tissue for the students to study under the microscope as part of the botany labs. As I recall, there were no new science faculty hired this year, but I think there were some in other departments. We continued faculty socials and canyon parties. It may have been during this year or it could have been a year or so later, the social committee decided the game for the evening should be bridge. There were several that did not enjoy bridge, so Edna, my wife, and I took a Flinch deck containing ten sets of cards numbered from 1 to 15, and those who did not play bridge, played Animals. In this game, players take the name of some animal. Cards are shuffled and a pile is placed face down in front of each player. Taking turns, each player turns the top card face up. If that card matches that of another player, he or she must say the animal name of the other. The first one to do so, gives all his or her faceup cards to the other player. Winner is the first one to get rid of all his or her cards. It is a hilarious game and we were really enjoying ourselves laughing and almost shouting names, while the bridge players were so serious about their game they looked bored. Actually, that was the last bridge party we had. During the summer of 1935, there were several changes. When school was out, it appeared I would be teaching botany again that fall, so I borrowed money and went to California to see if I could get some training in microtechnique and other facets of botany, but neither Stanford nor the University of California at Berkeley had much to offer in the summer. At Weber, we had heard of a model of Zion National Park offered for sale by the U.S. National Park Service in Berkeley which would be an asset if affordable, but it was too expensive. Regional director of the Park Service in Berkeley was Ansel Hall, who also had a summer field camp for high school and college students in geology, botany, and archeology known as the Rainbow Bridge-Monument Valley Expedition. I had heard of this expedition, and while talking to him about the Zion model, I said something about wishing I could go. He asked if I could identify plants, and when I indicated that I could, he told me to be back in Berkeley by noon the next day ready to spend six weeks in the Navajo Country identifying medicinal plants of the Navajo Indians and other plants in the area collected by John and Louisa Wade Weth-erill, traders to the Navajos. So I spent part of the summer in Kayenta, Arizona and part on the Colorado River with the group. When I returned in August, President Aaron W. Tracy had been replaced by President Leland H. Creer, Dr. Lind had retired, and two new instructors hired, Ernest L. Miner to teach botany, and Sheldon P. Hayes to help Dr. Dean Anderson in bacteriology and to teach some other classes. As I remember it, the problems that year were similar to others, but I think we did have a little more money for supplies and equipment. We were also developing new classes, among them my class in Geography of Utah. When I started that class in March of 1936,1 found that few of the class knew anything at all about the southern part of the state, so I set up the four-day Zion-Bryce field trips which were so popular for thirty-five years. In early May of that year, 32 students, two teachers, Anna Stark from education, and I, with my wife, Edna,