` *"“1""°=“‘».“" ..

- » ‘ ':'~.°g' -’i.,.».».» w 1-~.`.~~,1,;

. :`-trz.‘S 2. §'.x"1v.ffY .ex

..,;-,~ :_-.1 . -~.,1,,_7 ,

THE IULRBIAN, UHARLOTTETOWN, PRINOE EDWARD ISLAND, JANUARY 81, 1901. I ' . ' .

3 l“Y“‘“."l’ESfsAnsPAcioRY naicul G.

"“§f’,':,",,,..ifi....:tiyii1.ist».i¢d nueugi.-_ In a Wyman 5 Life'

Bxemd Special engravings portrsyirg*

in state. funeral processions. obse-

I 5 ll funeral ceremonies fully re-

' 'um' ,lm ¢i-owning ceremonies of King

53 vii with appropriate illustra- tiws_ Agents in writing for illustrated ‘mum-9 will save delay by enclosing 27 M for Prospectus and full outfit. This nmnded on first 6 copies. Biggest terms md ,me to all. Popular Prices. Two miss bindings. Books on credit. Act im- m°dme1y. Apply to Earle Pub. Co. Sb. John, N. B. Zi) Lf.

1 I _ _

l|EMlT_|

DISEASE

is a symptom of Kid Disease. A well-kndlweivi doctor has said, “ I never yet mad e a. post.~rnortem ex- aminationinacaseot death from Heart Disease with- out Ending the kidneys werent fault.” The Kidney medicine which was first on the market, most success- ful for Heart Disease and all Kidney Troubles, and

I most widely imitated is

Dodd’S

2 Price $2.85. We will.clea LIMITED.

gthem out at $2,00 apair.

H. BELL;

_ Kidney »» Pills

g _ 11,' I

OYST ERS ! OYSTERS ! OYSTERS !

on hand and we are put.i ng them up_ by the quart or in any way to suit the purchaser,

The 3 3 Royal 3 3 Restaurant

is open from early morning till late at night and we are rea y to give the nicest lunches hungry heart could wish Drop in and look over our Bill of l' are.

J- Geo. Garver-

We have a large stock of oysters 3

F I

Shoe Findings Always in Stock

Clearance Sale

We have a few pairs of

_§len’s Seal Goat 5’

_S Cork sole and Grain Bale left

, -. S'

sAe¢s]V_ s3u;pu}d

gyet, which we desire to l sold.

heart strengthenin nerve tonin

Norve Pills.

~\s ~,

"' gl/`v_

.,, _ .

ff*

¢,_,_..__;~ 1 '

- ' "

"f~?~;~__5 ;i._~:-f;' -' - \_f

v."i3:-‘fa

‘g

,.._` _

z., ..,

~'» _- 2511.1 hi'-. »‘..-'-` ~"' >» '. . .| ' p , i.,. _ . s. ..._.__, -J.,,¢,\.>~. ._1 tv. F-

(= - »- 1'.; .,~l"..;`-_-.-.» »-5. -.f_'.'-' A.

.'»‘<-.-..1 ` ‘:, 1 ...=~.‘_'_-~,.- ..

-i'- ~,~.- - A ¢¢_‘:.'_ss-v _.. ,_._,-._3;,_ - ,_-iw __._ .__. .-3 .; ._. _ ..- -'__ -1...,_,. 1 __ .4.;._' , . ,__, ,___

"-~.` '." ,M 1 »'.“'_ ._ . *_ A_ .. 1 ._

._...,', -'.-.

“ s '1 7,-:’~ . 's ` ,to .N

',_...¢..... _ I ._,_.__ _ . A _»¢__ ...’.' _\ ,i __ ,_c.. A _ |;' \ ~:'-rs. .-;_- _.-_'-\

..' »' ".\ "-.<,»\\ J _ ...-53:; ___.‘»_. » , . . A.

"‘f".;_-;<'=~'~'.jp‘ i

s- ._

The first of these is as-hen tive young girl

is enlcr1`ng_ thcportals ofzcorminlaood. \'ei°}' often at this time she is pale, weak and nervous, and unless her health is built up and her system strengthened she may full n. prey to consumption, or be n. weak woman for life.

. ._ gr .

and the exhausted nerve force and de-

pills supply tho system with the vel

and create new nerve tissue

is nervousness, hysteria and melancholia;

to her health.

1 . - _ .-

TESTIMONIALS To the International

IIURBESPUHUEIBE XGHUULS. -THE-

lllll llllll llllllllll U0..

New Glasgow, Agency, lan. 25th, 1901:

Messrs. The Colliery Engineer Co.,

Scranton, Pa.

Gentlemen:

gfxstudy, and their uiefulnéss as a means _of ad- vancement I have been a student in the "Schools" for about three years, irst in the

The Populm. Shoe Mgm ° "Mechanical Electrical course, and recently in

Open Evenings.

Great George Street.

To the Free and Independent Civic

Electors of Charlottetownz- LADIES AND GENTLEMEN

I beg to say that I will be a Candidate

brreelection as a Commissioner of Sewer \hdWaier Su l in the coming elec

li§°l1. £0 be heldpopnyWednesday the 13th of

ebruary next. In making this announcement I am

most anxious that in osition be clearly _ lhdq-5{00,]_ yp the equal of the “Bound VolumeS"_. evefythlng

lt has been alle ed and freely reported

giigringithe la st fefiv days _that in this ele-

nlhave formed an ailiance Wlf-ll. 01’

m0_St emphatically deny that any such

llliance 0,. Combine exists my own case. and that of others whom _I know

l\ofloul>t Mr. Crnlibc is perfectly cap- able oftnking cnrc of himself in the coin- 138 Contest, and has never spoken to ine fllreferencc to his or my election. I am simply seeking rc-election on ment, as one free and independent of any Nmbine, party or persons hnvinga desire °°lY to gain my election honestly and mtl? Without preju;-lice to any.

IUOW solicit tor myself the same ftllerous and hearty support you so free- Yruve ine when _vou so handsomely re- mrngfl me at the last election for a Com- llssioner, Should you again elect mc as one of ulqsaid Commissioners I shall indeavor nm 'file vast. to represent you honestly "ld faithfully to the best of my ability.

the "Telephon " course, in conjunction with it.

when I first began, I had for some time been

fillin§ a position as a telephone inspector. I now ll the position of l-astern Supt in the same company, with prospects of still further advancement in the near future.

My success is in a great measure, to be

attributed to the "School," for while I had revious to enrolling. read numerous text books on my work, 1 always found that there

1* f 'J < wasagreat deal of matter common to all of

them, and also that many contained such ad vauced mathematical problems, 'that it was very dimcult to master them and often- after spending much time in doing so, I found were of no practical use to mc. In the COITCSPODGCPCC school text book, o_ri the contrary. everything was simple and concise, but still everything _was entered into fully, as far as was necessary tp my work. I ani frequently_oHered good posi- tions, and I feel that I w1ll_ never have any trouble in getting n. good 'position. should I de- sire to change, for the fact ot`_be_ingan “ad- vanced student" in the schools, is in itself a good recommendation. w

It is to be remernbercdthat the “Courses are

good, not only for just what _ they contain, but also for the systematic habits of study and thought which they inculcate, with attendant results As reference books, I have yet I0 See

is there, and very accessable. It is also v_ery satisfactory to know that you are losing no time in studying what is unnecessary. or going over the same ground a number of times.

un in some “'H_V associated With the Iconsidcr that to become an LC. S.s_tudent Glndidature of Mr. S. VV. Crabhe. I

is one of the b_est things that any one arixioug to advance and improve themselves can do, an in

personally, the results more than justify any opinion.

Very truly yours.

W. A. WINFIELD.

Ncmlncm

The Annual General Meeting Of the shareholders of the Island GUAuDIaN Publishing Company will be held in the Office of the Company. New Pmwse Block, on Thursday January 3155 1901 all 1

Yours truly. 'c k ui

. cuss. MCGREGOR, C°m» Of Sewer and »\\'ntci‘ Supply.

16.1 td

o .loc p. . _ Jan. 16 td. By order of Directors.

. H

There are three periods in is \voman’s

life when she is especially in need of the

_ _ _ 8» g, blood

enriching action of Milburii’s Henri uf

The next period a woman needs Mil- :_

burn’s Heart and Nerve Pills is mother-I

hood The drain on the svstem is eat;

pleted blood, require replenishing. These ,,

. ` '51

elements needed to make rich red blood

_ Tie Chong. of nf. is ru.; thi.-<1 period in a womnn’s life when she is most liable to heart and nerve troubles. Often there

palpitation, dizziness, feeling of “pins and needles,” hot flushes and general? weakness. Every woman approaching this.. eventful period should fortify her system by " the use of Milburu’s Heartland Nerve, Pills and thus safely tide over an epochi in her life fraught with so much danger ' '

It affords me great pleasure to _express mv 'nion as to the value of vour various courses

Schedule of 174 Questions to bc Auswcrcd by

The Principals and Inspector.

Obserztafiofzs made by f/ze . . . ......... ..........190..

1. 2.

¥".°.°'l“.°~’

8. 9.

10. ll . 12.

13. 14.

15.

16. 17.

18. 19. 20.

21. 22. 23. 24.

25.

26. 27.

28.

29.

31.

31. 32.

33. 34. &.

36.

38.

39.

40.

41.

42.

43.

44. 45. 46.

47.

48. 49. 50.

51. 52. 53.

54.

55.

56. 57. 58.

59.

60.

61 . 62.

sa;

54. ss. oo.

57. es. eo.

70.

$T3.53.1i.?=i

81.

82. 83.

355?

88.

89. so.

91. SVI. 93.

94.

95. 96.

97 98 99

100

101.

102. 103. 10-1.

105.

106. 107.

108

109.

110. 111.

112. 113. 114.

115. 116.

117.

113.

1-. ‘gf _ -1,7. .._»; -

e' -‘~'»-¢-(.(:;’ "-(af,

.- 1 `_ ` /~,§t_i_{,v:'_é

ff il `~

1'. The following schedule of questions was adopted at the last regular meeting of

_ the School Board. The object is for the Principals or Inspector toreport on any

‘particular teacher when called upon to do so. THE GUARDIAN publishes the list of

questions in order that teachers may gather an idea of what is required of them.

_ ............Sf/zoo! . . . . .. Grade...................Teac/zcr.

j ,:`.-_ L "I1 Q:-D d f

Has he the instincts and tact of a teacher? Did he seem to be familiar with the work required of his

classes?

Did he seem to have prepared himself for the recitation?

Had he some definite plan of work?

Did he secure the undivided attention of his pupils?

Did he teach more than was in the text-book? Did he use the facts and objects with which the children

were familiar to emphasize the essential points of the lesson, and to illustrate principles studied?

Were his statements clear and accurate? Was his manner decided? . . . inspiring? . , , qgm.

trolling? . . _ forceful?

Did his questions follow each other in a logical order?

Was his method of uestioning effective?

Did he lead the childlren to discover their errors ?

Did the work done seem to promise the best results? Were his explanations suited to the abilities and advance-

ment of his pupils? .

Were the important points of the lesson fully developed and

carefully summarized at the close of the recitation?

Did his teaching tend to make thinkers or machines? VV ere the pupils taught how to draw conclusions from the

facts learned? ‘ Did his questions include the answers desired? ` Did he suggest by words or tones the answers required? Did he assist his pupils to such an extent as to nfake them

dependent upon him?

Did they answer questions with the rising inflection ?

Were they allowed to guess at answers?

Did their answers take thé form of questions? Did the tmcher seem to be vemed by the idea that it was

his principal business to igar recitaiions. __

Did he stimulate his 'pupils to think by asking suggestive

féuestions?

D1 he encourage healthful discussions? Did he thoroug l verify; and test the pupils' ideas of the

_statements mad; and t e definitions given?

Did his questions show an intelligent and ample grasp of

the topic?

Did the pupils thoroughly prepare their lessons before

comin to the recitation .

Did he have suitable work prepared and assigned to those

who were not reciting?

Were those who were not reciting studying? Were all the members of the class giving attention to the

work of the recitation?

Was his instnictiou interesting enough to deserve attention? Did he “ clinch ” some point during t e recitation ? Did he make the recitation accomplish all it was capable

of doing for his pupils ?

Did he use effectively the facts that are naturally tributary

to thelesson? -

Did he. to a reasonable extent, go back to the first

principles ofthe work being done?

Were oral reviews a part of the regular exercises of the

school?

Did they include only the essential factrand principles

studied?

Did he use anniversaries, facts, incidents and' current

events to illustrate and simplify the work of the text- books? _

Can his pupils apply,in a practical way, what they learn

from books? ~

Does he devise and adapt his methods, select the facts he teaches, and arrange the material he uses ? _ Is his work in thae particulars characterized by good taste

and soundiudgment? ' -_ _

Did his pupi s know how, and were they willing to think ? Did he ave drill exercises in the pronunciation of words? Did “his p7up`ils use good English . . . are they skilful

ta ers. .

Do they know what they should about the soil of this

locality? . . . plants. . . . rocks? . . . animals? . . . city? . . . county? . . . province? . . . famous men ?_ . : . great and current events?

Were inaccuracies in oral and written laguage corrected? VV ere important points frequently review ? ln reviews, were the questions so worded as to require the

pupils to think if they answer them, and to use their own words in_their answers? _ _

Were his questions brief and searching? Were his recitations so conducted 'as _to develop thought? Did he pispatch the details of his work expeditiously and

uiet . -

Q Y . Did he secure promptness, accuracy, and brevity in his

recitations?

Were the tones of the teacher and pupils natural and

vvpleasant ?

ere his pupils respectful and courteous?

Did they seem to make progess in their studies?

Was the teacher too tal tive? Did he nag? ~ . .

scold? _ . . threaten? . . . ridicule?

Did it seem as it’ the teacher questioned the brighter pupils

On '.

Did the teacher address his qiuestions to the whole class?

Did he indulge in repmting t e pupil's answer! Did he sacy or do anything which the pupils might have

saidor one themselves?

Were they urged toprepare simple apparatus to illustrate

princip es studied? ' Were they energetic, self-reliant, and progressive ?

Did they stand, sit, and walk properly? _ _ Was he careful in his manner, tone, and words, in his

intercourse with h_is pupils?

In arithmetic did his pupils give parrot-like or intelligent

analyses?

Did they analyze the problems or state the processes used

in the work?

Were fractions so taught that they were readily used in

interest and percenta§ei _ i _ Were the pupils rapi and accurate in mental work in

arithmetic 1 ‘

Did he try to teach the cause and relation of facts studied? Did he possess the power that comes from serenity?

Did he ignore faults and irrefularitiesl

Was theclass quiet? . . . di igentl

Was the order in passing to recitations and in the lines, and

in handliuibooks an apparatus satisfactory?

Was the teac er just in praisgn I . . . reprimandingl

Did he have control of himself?

Was order maintained_by harsh measures l_ _

Was he kind and firm in his treatment of his pupils? Di_d he_ r_ule by muscle? . . . by will power? . . . by

inspiring self-control?

Did t e discipline of the school influence the pupils helpfully

outside of the schoolrooml

Was the moral atmosphere of the school wholesome? . .~_‘ . Vi/ere the relations existing between the teacher and pupils

kindly and intimate? ~

Did the pupils obey promptly! . . . cheerfully? \Vhat wasthe temperature? . . . atmosphere?

Was the schoolroom tidy and attractive! \Vas the work on the board and books neatly done and

arranged 1

Vifere the pupils allowed to injure the text-books or school

property 7 _

Were they alert and interested? Did he infuse life and energy into the pupils and the-:work

of the school? _

Did he seem to be buried in his text-book? / Did he bring some new idea into each recitation? / Did he encourage his pupils to read the books, papers, and

magazines found at home and in the school?

Did he test their knowledge of what they had read?

Did the pupils read with ood expression? _ Dig thgy speak in clmr, dlstiuct tones, and ui a prompt and

€Cl I'

' ed manne 7 _ _

\Vere they allowed to read without comment or suggestion? \\'as the amount of text read too much Y

4 Vi/'aslthcre enouiglh time spent in studying the thought of the

e ti ‘

s ec on rea _

\\`ere the pupils required to re-read a paragraph until they read it acceptably? _ ' \Vere mistakes in pronunciation and emphasis left uncor-

rectedi

\Vere mumbling, drawling, slurring tones permitted?

Did the pupils recite wor s or ideas? _ Did the teaching tend to develop the power ofconcentration? . _ . memory? . . . attention? . . . application? _ Did it tend to develop the power to see things in all_ their

parts and relations. . _ . . to grasp and analyze ideas?

Did the younger pupils recite frequently enough? Did he have some definite object to accomplish by each

lesson?

Did he have some definite way' of accomplishing it?

Did his pupils master the work attempted, and state clearly

tkeir it cas?

\\/ere their answers indefinite or incomplete? Did they use the words and sentences that expressed in the

briefest mid clearest manner the answers desired?

Did they understand the words used?

\\/ere they rcquired to work?

Were the pupils told to do or taught how to do the work required o them? /

Are the pupils’ vocabularies large and well selected? In the assigiimeut of lessons did the teacher indicate that , he had made zistudy of the abilities and needs of his

pupils and ofthe text assigned?

Has he a s ccial line of study or investigation not directly

connectedywith his school work?

Has he read some of the standard works on education and

in general litci'ature‘2 .

4 .<~' 'e»\>..

Us item 22?: igfpfq lffféf ?§l\£ié®~`%§

`\~ _ _ `v "X _ __ _ _ . __

I _ ’ Lif_.(~,`(, ~ 4 ffl ' _- 5' _ L'-fr.. .1 ».'/~.~~<; _;»;»:

-_ a ,."\\ _Ll \\~_3_)7? , ;'\\-;_

-Y M' ~

-~-

tl*

,__ »-v

-/" -MT

<7..

s 0 0

fsuiie up the iinies in A I , E 125. lsheintetested inhiawofk . . .

individuals?

126. Doe he inspire his ihlnd

129. Did he economise the time and energy of his

properly grouping the facts that together?

130. Did he ut his best efort into teaching the ilpltkt

topics?

131. Was the work on the chart satlsh Y . . . in ui

combinations in number? . . . ig?@!, . ,

' Y . . . ! . ,

hlvliaslvtff words? symmym.

‘ made are true?

133. Was the recitation a mans of making

more deimte and extensive?

131. Did they study about things, or stud the 135. Was each lesson so taugénas to justdy

assi*

132. Could the pupils give the reason why the Immunol they

theirhsbrnslim

thhgstlnissnvesi

that something had accoinplishgle tsomahlquche h

ui energta so I

136. Did he use his own and his pupils’ time best advantage? ‘

137. Did his influence and tmchin tend

thoughtful? . . . conslderstef. .

nskepspns

.“;.....»...

generous? . . . erect and gntdlll ill GITQIT

courteous in manner? . . . imselishf

iss. nm he appeal some benmouves is sii seem is mam

or influence his pupils?

139. Did he have the power of holding them to their work alll

behavior without a visible effort?

140. Di h_is_ teaching tend to develop the

abilities of his pupils?

belt qlllltinl and

141. Are they doing more and better work than they did last

term?

142. Did he have the facul of inducing than to vothhfdy

put forth rheirbest &-ts!

143. Does he familiarize himself with what his

doing in preceding clones?

pupils have but

144. Does '

_ xiiehkngwszpdprigixerlyspprecmtewhptthey sretodo

1 ‘ in_t e ii er c saga

145. Is his wor a continuation of whatp

best prqzare the p ils for what follows

146. Did he use good English?

,anddoesit

147. Did his sentences convey tohispspils ther he dnlldi

\V ere th

149. ey

150. Does his teaching tend to helpetliem to naturally, and at the tlmeof t ‘r

greatest

151. Could they see thing with their intellectlggss!

152. Could they use boo and hots, or w¢’e

them? »

153. Did the do enou ‘n

ghi a v`sn.t’me?

154. Did he Iiave the faculty€>\f` ' inducing his

out the solutions ofquestisls fort

148. eiaimtpressed and iniuenced by w

Do th w le? -_

use thdt hulk

t he said?

uhturslastivityt

hardened by

pnpllsoowdsk

hemseives

155. Was enough time spent on drid exercise! ‘

. P1535

156. Did he "pump" e lesson out of his

nations?

157. Did th understand the connection and

recital

brludhc

remsssrssss

158. Does his teaching tend to encourage pupils to al:c\l`lINe

facts or devel stren 9

°i> sth ~ .

159. l-I h' 'lsresd ofthe ish T 160. Hgze lfhgiiplmemorifdlesome smm mul? . s ¢

short quotations?

161. Did his teaching develop love of country,

for our best men and women? 162. In what did he ace! ss a teacher! ,

168. In what was he weak! 164. ln what were pupils speciall pfoieienti 165. In what were they partlculsésleiclait? 166. Does he study the methods other inch

mhiustreolri

107. Is he ersistent in his eforts to learn the at nidhodlf

168. ls he Fertile in giving variay to his work? 169. Does he act on suggestions made to him!

17o.i>°¢s\»ii...Doeh¢m¢\\ ot'

musifi '.°‘. .nfbouuyi . . ..

en: of physical exercils?

H2. ls he s regular attendant at Teachers’

Is he eeable with other Tucliers?

!s_»o

171. Diifslie have any special instruction in Y . . .

penmauship? . . elocutiot? . . . cific?

1_1-sat'

"e st..

174.'Ishea terteacherthanhewaslnst

AVmm.ns thsttheviorkcovlledh

~ which it is placed, is satisfactory. mf

_q1\stid,X

` A x mem im me work seeds mrssassslss.

' ` A- means that the`wo__rk is ’ _ '

Rismnrxs: i `

-. '

vw.” §~

1- ~.'1:f3é`=""‘1f

_ _Gree.t1News _

"f ’

“.i1.lill..r"r‘ ",, I

|~ ll I f

1- S..

W Want

§@ eds dd

lei % ds at

has at

We’re going to have them

are any to be had surely our

Beautiful Tailor-

made Gvercoats

at 1-3 oil' will bring them to us. hundreds of these coats already a

too, ifthero

We .sold

t full price

and everybody knew them to bah the best

value in the city now what must t

33% 011'.

cybeat

Handsome Ulsters too

Irish and Canadian all-wo

Ulsters, 3313 oil' till stocktaking d

\Vas there ever such a chauc

money.

Dollars are like doughnuts the

good circle here.

If it wasn’t for a few ple

world would he a. vale of tears.

l Frieze

y. for your

y make a

asures this

But when

you get a. chance like this occasioi;ally, ‘pro-

spects become a great deal more p

Prows

‘=it@a‘Z»§

-,. A ‘_ ~ .._»~.¢‘f.`~.._-Ts `*

easing.

ggi); Advertisers of facts.

over them becausepgtpthe nallty I 'W

127. Is he interested in the besflnieesss ot f i

las. Did he spend much time on non-essest Y

-up

-li

"il

1??

ji-.