sa ae Sy Sere

THE DAILY

Our Teachers in Convention.

SESSION AND EVEN- | IDEAS SET AFLOAT |

PROCERDINGS |

DAY— AFTERNOON MEETING rHURSDAY’'S

FIRST ING

Goob

(Continued. )

Av the afternoon session the first paper read was by Miss E. ©. Boswall, on the **Use and Abuse of Power.” The paper was | well written and showed thoughtfulness on | the part of the writer.

She was followed by Dr. McLeod on “School Hygiene.” The Doctor believes that children should have plenty of good fresh air, and showed what was necessary in order that the school-room should at all times be filled with pure air. The writer advocated viry short hours for young chi! dren, and said that no school-house should be more than two etories high. The men- tal food of the child should be of suitable kind and various; and the teacher must see that it was properly digested and assimi lated to the child’s mentai system. The popular idea that the child must only be

taught those things which have a direct bearing on his future occupation, the Doctor characterized as a heresy. H:

touched last on the nonrishment required | by the child’s moral nature, which wes the most important and required most care in its development. A pleasant discussion followed, and it was resolved that Dr. Me- Leod's admirable paper shall be published and a copy furnished to every Trustee op the Island. tHE

PUBLIC MEETING

At the evening meeting the teachers were sadly reminded of the mutability of earthly things hy the absence cf several speakers, who, on former occasions, bad given them words of friendly cheer and counsel

Professor Anderson was the first speaker. He spoke of the ex!raordinary intellectual activity which is abroad in the wer'd. He said that Japen was sending ite youths to England to be educated, and that Spain and It»ly, which for centuries have been bywords for ignorance, were establishing good systems of popular education. France, England and Germany were perfecting their systems, and were working in the line of scientific education. Mr. Chamberlain had advocated Free Education, and Sir Lyor Playfair, President of the British Associa tion, had devoted his speech at the opening of that Association, to the advocacy of the scientific education of the English people. Mr. Anderson pressed upon the teachers the necessity of teaching thorough- ly what they had to teach, and said that during the last few years an immense ad- vance had been made in the proficiency dis- played by the papers of the students whe had come up for examination. This showed that the teachers were doing good work. He said that enthnsiaem on the teacher's part would communicate itself to the trustees and people of the district.

Hon. D. Laird said that from the posi tion of an overlooker, he would address a

few words to the teachers. He thought that for all practical purposes the old idea that the human mind was at first like a blank sheet of paper, a trne ore. We have everything to

learn. The teacher then had to select the best ideas from the best text books. He thought that though the elements should be learned thorosghly, too much time should not be spent on them at once, The child’s work should be made pleasant. The teacher should show that his work is a pleasure as weil as a duty. Schoolrooms should be made attractive, and the apparatus and furnishing be of the best. Teachers should make their occupation a life one, and the speaker would like to see, as in Scotiond, a comfortable cottage aitached to each school house.

Rev. Job Shen‘on thought that the teachers of the Island were tine-looking men aud women. Educa'ion was for the benefit, safety and advancement of the nation. A nation is an assemblage of families, and whatever conduces to the well-being of the family is good for the pation. Children will one day be the rulers of the nation, and should therefore be educated; and, above all, moral principles should be in- stilled into the minds of the young.

Mr. Mallally mad+ a short and pleasant speech, in which he advocated Agricultural Education, and said that the sciences of Zoology, Botany, Geology and Chemistry

“Should be taught in our schools, He thought the teachers should have a paper of their own, and expressed himself pleased with the advance in the musical education of the children of the Province.

Rev. Mr. Boyd, of St. Dunstan's, though suffsring from a cold, made a short speech. He disagreed with Mr. Laird, who thonght married men made the best teachers. A teacher must learn the best methods of in- struction by experience. He must by study, but especially by reflection, make himself master, of the subjects he had to teach. No matter how long a teacher was teaching the one grade, he would still find he had to exercise all his ingenuity and intelligence in making the lessons intereat- ing to his pupils. The same methods would not suit all children. I@ this coun- try the siudy of the physical sciences is imperative, and, once begun, would be fownd very pleasant.

Principal McKay, of Pictou Academy, praised the Island system of Education, and complimented Islanders on the success of the students who went to the colleges abroad, assigning their préficiency in part to the thorough instruction in the classics they had received in the common schvols and Prinee of Wales College.

RR. Fitzgerald, Esq , sounded a note of warning in regard tothe morals of the children. He aeserted that teachers do not pay suflicient attention to the condition of the outhouses on the school premises, and tha’, no amount of taste and refinement displayed in the adornment of the inside will compensate for a lack of care and vigilance in this regard.

The most pleasant part of the evening’s entertainment was the beautiful singing of the girls of Prince Street School,

FRIDAY’S PROCEEDINGS.

We were not present in time to hear Mr. McKenzie’s paper, which was followed hy a short discussion, in which Principal McKay of Pictou, and Mr. Gallant were@the chief speakers. Miss El'z, Lawson read the next paper as follows:—

THE PRACTICAL. A remark made

in my hearin; \ ay suggested the en! yin caring the other day

Ject of this short paper, It was

that not enough of the practical was discussed at | Driefly dealt with; and some things which have a | the highest positions, whether in professional,

the meetings of the Convention: di ot 2e | with the remark. I, for one, cae forward every year to the meetings of the Convention with | feclings of pleasureable anticipation. I hare gone | = c Naw my work in school feeling, that the meet- we havedone me good, that CVery year some-

thing has been said that was a real help to me in my work, and I wm sure that there are many teachers who feelas [ do, There are \ GREAT MANY PROPLE who believe that children should be taught no- thing in school but wha will heip them to get on inthe world. They want to see direct results. They would like, if possible, to see a money return for the time their children spend in school. How often one heers it said.**of what use will this or that study be to my child? Ina few years he will have to earn his living, and 1 want him taught what will enable him do that.” They regard the education of their children as a means to obtain the great end of advancement in their worldly business, It never seems to occur to them that there is any- thing else in the world worth striving after but the making of a comfortable living. They forget, or rather they never think that a good education, no matter what your station or occupation in life is, iis your,own great reward. ‘Teachers, too, in this very*practical age are apt to be infected with the same spirit. They sometimes, in spite of their own better judgment, keep grinding away con- tinually at what they think will count up best at their day of reckoning—examination day. There are many by-paths diverging from the hard beaten highway of school work that they know would be both pleasant and profitable to explore; but they are restrained from doing so by the practical consideration—will it pay. On the one hand we see the mischicvous tendency of this ultra practical doc rine by the suspicious eye that peo- ple cast on all that they think is not of direct and immediate utility,and on the other it is calculated to be equally hurtful in the school-room by the nar- rowing influence it has upon the teacher. What after all—of all the things we learned in school, particularly in our early school days, has been of the most practical use tous? In looking back. a few things stand out distinctly in my memory. I have forgotten entirely how L learned my letters, or how I acquired the difficult rules of addition, substraction and multiplication; but I remember with feelings of pleasure to this day, a beloved teacher telling a class, of Which I was a member, the thrilling story of “Little Red Riding Hood,” and singing to us the very unpractical song of “Froggie Would a Wooing Go.” And once at a little later stage I remember a venerable old gentieman coming into ovr school and examining a class of bare-foot boys and girls in arithmetic, What the ex- ercises were I forget; whether they were hard or easy I forget; but, oh, I distinctly remem- ber the old man’s smile, his kindly touch, and his gentle, encouraging words. Such things may be very impractical, but [did not think so then, and I can’t say that I have changed my mind since. EVERY TEACHER must have noticed thatit is easier to teach some children than others. Not so much from a differ- ence in their natural ability, as that some do not seem to know how tothink, The difference lies in the education the children get out of school. There are many people who look upon home as merely a place to get their meals and sleep. Iam not now referring to those people who,in the 1ard struggle for exlstence.,must of necessity leave their children pretty much to themselves; but to the ultra practical people who look upon cheerful conversation, amusing books and games, as hindrances tothe grand object of their life money making. Of course children from such hemes as these will be dull and unimaginative. The teacher has to exercise all his ingenuity to rouse their sleeping intelligences. Onthe other hand, those people who cultivate the graceful, the beautiful, and all such practical thingsin their homes, will send to the schools children who can be approached on many sides. The books, the cheerful, intelligent conversation which the chil- dren have access to and take part in, are educat- ing the children in the best and most practical way for the business of life,in which they will soon have to engage, I think that THE SCHOOLS SHOULD MAKE UP to those who do not enjoy those advantages, what they miss at home. n the more advanced classes [am sure it would be much more profit- able for the students, instead of learning in their English Literature olass at what period such ap author lived, and a list of what books he wrote, and perhaps some reviews of those books, for them to spend the time in reading one or more of the works of that author. As things are now, such a course might not count quite as well at an examination, but the difference to the student would more than compensate. Those people who learn and remember a collection of words abont books put one in mind of the botanist wlio can give you the Latin name for every flower and plant—who can classify them all—but whe never wandered about in the fresh, green woods, and who never experienced the de- light of culling a boquet of flowers. I would give more for the person’s knowledge of English litera- ture who laughed over the adventures of Mr. Pickwick and cried over the sorrows of little Nell. than I would fer one who could give you day and date for all the authors who ever lived. What can be more enjoyable and more social than con- versation; but how few people there are, even among those who call themselves well-educated, who can talk well on any subject. We need very much to have our hearts enlarged and our sym- pathies broadened. Anything that helps to do this is practical in the best sense. Can we not begin the work in the schoolroom? I am really anxious to know. Iam very sure that many peo- ple are carrying this question of the practical, as they understand it, too far. I hope that some of the teachers here will talk a little on the subiect and give us the benefit of their ideas,

SCHOOL DISCIPLINE.

A lively discussion took place on a resolu- ‘ion proposed by Mr. Allan Stewart, that the power of teachers to enforce discipline should be more strictly defined by law. The expediency of corporal punishment and detention after hours was discussed. Mr. Dominitan Gallant spoke in his peculiarly happy way, and Mr. D. Bears made one of the best speeches of the day from his point of view. Mr. McDonald, from New Glas- gow, did not think a teacher ought to sacri- fice his own health and comfort to lazy scholars and careless parents. At the re- quest of Mr. Seaman, on behalf of the Convention, Mr. Montgomery expressed his opinion that while he believed that de- tention after hours should, more for the sake of the teacher than the pupil, be re- duced toa minimum, he did not think that either injudicions parents er ignorant justices of the peace, should have the power of needlessly interfering with the teacher in the faithful performance of his duty.

The resolution was passed and ordered to be laid before the Board of Education, in order that it might be brought to the notice of our Jaw makers.

A CHANGE.

The days of the meetings of the Conven- tion were changed to Tuesday and Wednes- day, for the convenience of those teachers

who come to town from ‘the east by the Heather Belle.

AFTERNOON SESSION.

The afternoon session was occupied by the reading of papers by Principal McKay, of Pictou, and W. E Dawson, Esq, and the election of officers. Mr. McKay’s paper was on the subject of reform in spelling. It was surprising to one brought up in old fashioned ways to hear how much could be said in favor of a change which will make 80 great a difference in the outside dress of the books we love so well. Mr. McKay contends that at least two years of the child’s school life will be saved by the reform, our language rendered still more concise, the printer’s labors lessened, and the child’s moral nature greatly impfoved. He quoted a number of famous men who supported his opinions, among whom were W. E. Gladstone, Lord Lytton and Max Muller. Messrs. Anderson, McLeod, Gallant, and some others spoke in praise of the paper, Mr. Bowers did not like the idea of so radical a change as Mr. McKay proposed.

W.E Dawson, Esq., Chairman of the City School Board, then read the following paper on

STATE EDUCATION.

Should the State educate ?—that is, should the State pay out of the common revenue the cost of educating its children and if it should so do, | should it be up to a certain given standard, and ail | beyond be at the cost of the reclpient }—or should the State educate up to the highest point, and for

all positions in life? A broad subject! and in the | short time at my disposal), of necessity, will be but |

strong bearing uyon the matter will

unsaid. Itis en axiom that

MAN DOES NOT LIVE FOR HIMSELF BUT FOR} SOCIETY.

That the child, though he be the charge, is not the '

property of the parent, nor does he exist only for

have to go

C

him; that the child’s evil feducation’ or the re- verse, in their influences, extends beyond the | family circle and alfects society ; that the parent is but a steward and guardian appointed to act as such on behalf of God aitd the nation ; that the relavion of the parent.to the chiid is transitory, that of the child tothe nation is permanent; its results remain and are r-produced from generaticn to generation ; that parents die, but society re- mains—therefore the State has a right to take measures for providing and imparting education ; for a State, which sets up strict laws and punishes for the breach of them, and yet suffers its citizens to grow up withont any true educa- tion either of their intelligence or of their mural facullics, and takes no pains to reclaim or instruct them, must be liable to the severest condemna- tion. In this direction Mr. Chamberlain, the great English Radical, takes very strong ground. He elaims that the State should provide and place within the reach of every child a gratuitous primary education, and that the Government should go so fur as to pay the necessary schoot fees Charyed in the denominational schools where subject to government inspection. Thiseducation would of necessity be compulsory, Here let me say that elementary education, as itis termed in England, means something beyond the three R’s.

ON THE OTHER SIDE

it is said that the State should not educate for the folowing, aniong other reasons: Parents must needs bethe first educators of their children, whether for good or for evil, and the parental responsibility of providing education is a primary and solemn obligation laid upon the parent alike by Scripture and conscience and by the customs of ali nations and ages. In the words of a living writer: “Is the individual or is the family the unit in the long tissue of society? Is the family a sacred and necessary element? Is it the essential element in civilized communities, or is itnot? And if it be, should not the parent be held responsible for providing for the wants of his children until they are able to maintain and guide themselves, and for their education as for their Other wants?” Another eminent authority (Binney) says :‘“That itisno more the primary duty of the State to provide a citizen's son with schgol education, than to supply a child with bread, though it may under special circumstances become the duty of the State to do both, the one and the other, as it is a fundamental duty of a Government to make sure, as far as possible, that no child shall be left destitute of that which is absolutely needful for its human nature, whether in the way of bread or schooling.” Here the position is laid down that edneation, under special circumstances, (that is if other means are not available) may be as truly a necessary cf life as food and _ clothing, and, like food and clothing, must be provided a! the public expense. Still few, if any, advocates of gratuitous education will venture to aftirm that the child should be fed and clothed, as wellas taught at public cost. There are some necessaries of civilized life, indeed, for which it is a needful that the whole community should make

A COMMON PROVISION,

The postal service for instanceis a matter of public provision and regulation. It could not be otherwise. Yet all the conditions are in contrast with the case of schools and school teaching. But the cost of the service is paid for by the public in precise proportion to their use of the department, and the amount and cost of the ser- vice for which they are indebted to it. The same remarks apply to Goyernment telegraphs. So in the matter of Gas and Water, when provided and controlled by the authorities; the actual cost of the consumption is paid for by the consumer ac- cording to meter and rate. The State, again, pro- vides atthe public cost for its public law and justice, and forits army and navy. These are charges upon the community in self-defence against common enemies, and they are such as can ay be met out of the common state funds, the public revenue. And why? Because it is impossible to charge the cost of our law and jus- tice on the criminal classes,—or of the army an? nayy on foreign countries. And should not each family contribute toward the general cost of education something like its fair share according to the gbenefit received—just as it pays for its postal, gas or water service?

We have no poor law in this Island, such as in England for instance. There, and no doubt else- where, where poor laws are in existence, oo is made for only the really indigent and needy. The State never contemplates providing for those who have the means of paying for the needful

food for themselves or their families. In Germany, in the year of revolution (1848), Free Education was introduced; but after

a short trial it was found to work badly and was given up. Since then, small fees, in just propor- tion to the small wages paid for labor in Germany, have been charged in the people’s schools. Ia Switzerland the education is gratuitous. Dr. Barnard, a great American educationist, ques- tions the wisdom of his country, when, mainly for political reasons, they did away with rate bils and school fees, and threw all deficiencies of cost of school education on the local rates, of which he says one consequence has been “that in certain couptry districts the school has been ‘run’ fewer months than formerly, because the farmers will not tolerate a rate, and therefore pay for as much teaching and teaching of such a quality as the local school fund can provide for.”

In the words of Mr, Mill, *‘An education estab- lished ana controlled by the State should only exist (if it existed at all) as one among many coin- peting experiments carried on for the purvose of example and stimulus, to keepthe other up toa certain standard of excellence, unless, indeed, when society is in so backward a state that it could not, or would not, provide for itself any pro- per instituiions of education. Then, indeed, the

HXAMINER, O

{ snouta not the common schoul be followed by the |

—_ high school and the high school by the cclleze. und the college by the university, thus covering the whole vast fabric of national education, ane all at the expense ofthe State! Why sh«uld one child get all the scholastic knowledge that may be | :

required without cost, and another for ali beyond | acertain line be compelled to bay forit? Should not ail classes be furnished with a suitable and

adequate education by means of this gratuitous | system, and thus the needs of everyone be met by the State? To illustrate: A and B are sent to! school; both have the same advantages, work side | by side up to the period when it becomes a ques- tion as to thelr future vocation. A may be satis- | fied with afair smattering of arithmetic,grammar, history and geography, and in the sphere in which | he, or his friends for him, may have decided to | employ himself, has just sufticient scholastic re- quirements to meet all the calls that may be made upon him, aud so far as he is concerned the State has done itsduty. Bhas a higher ideal; he longs to possess himself by all and every means within. his reach of all that education can give to him He aims to acquire knowledge for the sheer love of it. He may have set before himself a life de- voted to literature, the arts or science. His as- | pirations reach far beyond the farm, the work. | bench, or the store (all employ ments most highly

honorable) and why should not the State quality

him for this avocation in life as completely as it

has done"A. Each hasa goal; each desires to at-

attain thereto, and if the State should help, surely

it should help him who*feels within himself

powers that but require fostering and educating

to make him a powertul factor in all that may

effect the well being of his country and society

generally. I repeat the question,if the State should

educate, should it not be a universal system—

a system for all classes, embracing schools and

colleges of every sortand every grade. and tech-

nical schools and colleges as well as others, and

which should not stop short of free universities to

crown the whole vast fabric of national educa-

tion? Such isthe meaning attached in France to

the demand for Universal, Compulsory and

Gratuitous Education as expressed in petitions to

the Legislature; and is not that after all the logical

and true meaning?

Summing up the subject very briefly. Iam of

the opinion that the duty of the State*should be

to see that provision is made to aftord every child

an elementary, or common school, education,

making attendance compulsory, and assist by

grants according to the value of the work done,

as ascertained by government inspection. But in

the event of the State taking upon itself the duty of educating its children, then, in the words of Professor Nexiew. “No system of Public Educa- tion is worthy the name of National (or Gratui- tous, I may add), unless it creates a great educa- tional ladder, w.th one end in the gutter and the other in the University.”

Mr. Anderson thought that to give up our Free School system would be a long atep backward, and that any changes in the direction of placing the burden of paying directly the teachers’ salaries, if made at all, should be made very gradually. This was evidently the opinion of the teachers

The concluding business of the session was the elec‘ion of officers.

OFFICERS BLECTED.

President—Neil McLeod, E-q., Summer- side.

Vice-Presidents— William Cain, Donald Bears, Miss Ella J. McPhee, Miss Eliaabeth McKinnon,

Secretary-Treasurer—A. J. McDougall, Miscouche.

Executive Committee—J. W. Brehaut, A. D. Fraser, A. McDonald, Miss Janetta McPhail, T. A. LePage.

CLOSING ENTERTAINMENT

The Convention closed with a very pleas- ing entertainment, of which the parts were all good except one. Mr, LaPage’s paper on ‘‘Nothing to Read,” was brimful cf humour and good hits; and Principal Meliish’s speech-was very fine in every re- spect, while Mr. Montgomery's funny selections from ‘‘ examination papers” ‘‘brought down the house,” Miss Wade read an excellent reading excellently well, and Miss Nellie Lawson rendered a humorous Irish piceo with such skill that she had, to pleaso the audience, to read another from the Scotch, The musica! parts were well sustained, though Miss Florence Earle and Mr. Domitian Gallant were missed. Miss Harvie played a nice opening selection on the orgen belonging tothe school; and a beautiful duet was sung by Miss Harris and Miss Haslam, with Mr. W. C. Harris, jr., and ancther Miss Haslam, as accom. paniests on the vielin and organ. Another duet wassung by Mics Foster and Miss Barr, with Miss Harvie as accompanics';

Government may—as the less of two great evils— take upon itself the business of schools or univer- sities, as it may that of joint stock companies, when private enterprise in a shape fitted for ua- dertaking great works of industry does not exist in the country.”

WHAT POSITION, THEN SHALL THE STATE OCCUPY ON THIS QUESTION? To again qnote Mr. Mill—“If,” he says, “the Gov- ernment would make up its mind to require for every child a good education, it might save itself the trouble of providing one. It might leave to pavents to obtain the education where and how they pleased. and content itself with paying the school fees of the poorer class of children, and defraying the entire school expenses of those who have no one else to payfor them.” It would seem as if, in thisextract and the one previously given, Mr. Mill lays down in genera! the true principles on which the relation of the State to the educa- tion of the people should be regulated, and indi- cates the ground on which the interference of the State in this matter can alone be justified, viz: That there devolves upon the State a secondary responsibility in regard to the education of the child—that it is bound to take all proper means for the enforcement of the provision of a certain minimum of education as is needful to furnish it with the power of self-development, that the future man or woman may be able to take his or her stand upon the plane, and to move forward along the pathway of intellectu- al and moral progress. What is worth having and really enjoyed when gotten is worth striving for! worth’ effort-if necessary, sacrifice. At present, the cost Of edueation is borne with us, xy the State, and as a consequence, far too low a value is placed upon it. It is obtained too cheaply and it stands to reason that when the State does everything or nearly so. and the parent little or nothing for the education of their children, that they are likely on an averege to value it less highly thanif they had to pay for it, and to co- operate less carefully and zealously with the teacher in furthering the education of their children (and may I not add, much more disposed to find fault with both teacher and system, and those who complain most are those who know the least about schools and schoolwork) and it does seem to me that unless we desire to see the edu- cation grant increase year by year, some other method will have to be adopted. Weare already told that education costs too much; anda cry is rais- ed to have it reduced or placed upon other shoulders, that is, make those pay (to a certain extent) who get the benefit, This evidently shows that the burden is beginning to be felt by the tax- pare. and in some shape or other, the ery will ave to be dealt with.

MR, GLADSTONE,

in his now fa‘nous address to the Midlothian con- stituency, and Seong it to the whole of England, says: ‘ There are obvious arguments in favor of the plan (of free education), but it appears to me to suggest some difficulties which demand at any rate acertain consideration. These are: A contri- bution towards the cost of the article tends to its being more thoroughly valued by the receiver; the rule of our policy is that nothing should be done by the State which can be better, or as well done, voluntary effort, and I am not aware that either in its moral, or even inits literary aspects, the work of the State for education has as yet proved its superiority to the work of the reli- gious bodies, or of philanthropic individuals;” and after making reference to the increased cost and the religious difficulty, he cautiously adds: ‘It would be premature in me to endeavor to press forward generally the subject of gratuitous pri- mary education.”

ADMITTING, HOWEVER, THAT THE STATE SHOULD EDUCATE,

why stop with what we term “Common School Education?” If educational knowledga be a good

thing. and calculated to make its possessor a bet- ter and more useful member of society—and this is beyond ali dispute—then is it not well that each individual should have placed within his or her reach, not only the opportunity of obtaining the branches of anordinary English primary educa- tion, but all the branches necessary to fit one for

scholastic or political life? If it isthe duty of the |

providing elementary education for its subjects, should it not go further and provide for the educa-

Ch’town, Oct. 8—3i

good Geese Feathers at my Fu State, orthe State takes upon itself the duty of | Tooms.

ture.

and Miss McDonald sang a pretty song

hich was encored. ‘* Auld Lang Syne” and ‘‘God Save the Queen” were sung by the audience before separating.

SALT! SALT! SALT!

F¥°O arrive about the 20th October :—

3,000 Bags of FISHING SALT, 3,000 Bags of LIVERPOOL SALT,

PEAKE RROS & CO,

Ch’town, ct. 10—3 aw tf

x

~ Large Fruit Sale.

Y Auction, MONDAY, October 12th, commencing at half-past Ten o’clock, sharp, 2 Carloads of Choice APPLES, via Pictou Landing, comprising extra choice Gravensteins and Winter-keeping Fruit.

Also :—Barrels Pears, Cranberries, Sweet Potatoes, 25 baskets Grapes, Ex Boston steamer,

A. McNEILL, Auctioneer. Oct. 10, 18°5—1i

TENDERS FOR IGE BOATS,

a met

GENDERS are invited for the building of SIX ICE BOATS for the Capes’ Koute, and will be received by the Agent of Marine at Charlottetown, up to 20th inst., who will § ve such information as may be required,

A. LORD, Agent.

Ch’town, Oct, 9, ’85 —her

STOCcCEsS.

T Auction, on MONDAY next » 12th inst., at i2 o’clock, noon :—

10 Shares Merchants’ Bank, P. E. I.

10 Shares Citizen’s Skating Rink.

1 Share P. E. I. Steam Navigation Co.

: Auctioneer, Ch’town, Oct. 8, ’85—tl sale

FEED!

FEW Tous Fxtra Heavy CATTLE FEED, in 100]b bags, for sale Cheap.

A. H. B. MACGOWAN, Auctioneer,

A

TOBER

a eek.

1 B85.

SPECIAL SALE

_ mumetemeen = —y—

—=<—.

~~ —-0 ——--——

FOR TEN DAys

—--AT THE——

LENBEN

1 Let at Five and

Ch’town, Sept. 30, 1885,

HSUS#!

AS FOLLOWS:

one-half cents.

i Lot at Seven and one-ha f{ cents. 1 Lot at Ten cents,

1 Lot at Twelve aad one-half cents. i Lot at Fourteen cents,

C0, DAVIES & Co,

No.

TWEED, &c.

Ch’town, Sept. 21—wkly

83 Queen Street.

FIRST INSTALMENT OF AUTUMN & WINTER GOODS

*aye of le

a opened a large assortment of the Latest Novelties, in e *

LADIES DRESS GOODS,

MANTLES, TRIMMED BONNETS AND HATS, FEATHERS, AND FLOWERS, MANTLE’ AND ULSTER CLOTHS,

The balance of my stock expected daily.

A. L. BROWN,

Next Door to Messrs. Beer & Goff.

A RE now openio

and Sheetings, very cheap.

Ch’town, Sept. 24, ’85—-eod wky

FALL SPENING! STANLEY BROS,

BROWN’S BLOCK, OPPOSITE MARKET HOUSE,

Mil.inery Goods, Dress Goods, Mourning Goods, Mantle Cleths, Ulster Cloths, Jersey Cloths, Straw Hats, Shapes and Felt Hats, GioVes, Hosi ery, &o.

A Large Assortment! Low Prices !

White, Gray and Print Cottons, Wincies, Towels, Towellings, Cretonnes, Pillow Cottona

A large stock of Gray Flannels and Fleecy Cottons, at extraordinary low figures.

STANLEY BROS., Brown's Block.

io.) ¢ deh

a CASHMERES, Cheap Merinoes, Cheap Velveteen, &c,

Low Prices.

Ch’town, Sept. 26th, 1885

NEW FALL

——— 0.

NEW GOODS IN GREAT VARIETY

cocaine OT tet

PROW SH’S.

10: —- ALSO Ready -made Clothing at a great bargain; Pants 90cts,

Suits $5, worth $11. 425 Overcoats and Ulsters, $3, $4. and $5 less than regular prices. A great part of this Clothing was bought at less than half-price and will be sold at Awful

L. E. PROWSE,

Sign of the Great Big Wat, 74 Queen Street.

GOODS |!

Cheap Dress Goods, Cheap Fringes, Cheap Far,

up; Vests, 75cts, up; All-wool

.

R.

Ch’town, Sept 22, 1885—wkly 1 year

Notice of Partnership.

E have this day taken MR. FRED- ERICK SELLAR into partnership in

FEATHERS.

ANTED IMMEDIATELY. cash price paid for any quantity of |

Come and gst Bargains in all kind of Furni-

tion in the arts and _ sciences, and give an opportunity to all who so. _ desire to obtain what is termed a liberal education ?

JOHN

NEWSON, Ch’town, Sept 28—lmo

rnitnre Ware-! public for th

| tended to us in the past, and we hope to _ merit and receive a continuance of the same.

our business, which will hereafter be con- |dected under the seme name and style as Highest | heretofore,

We take this opportunity of tganking the e very liberal patronage ex-

BEER & GOFF,

Ch’town, Oct Ist, 1885—oct8 8i

CHARLOTTETOWN SASH Penke’s No, 3 PALMER & C®#.,. PROPRIETORS.

—————————

——$— —_—_————_—————S

Doon fucroRY! |

Wharf,

.

tKD

———

We are now manufacturing and wil! sell at the lowest cash prices: Sashes, Doors, W ndow and Door Frames. Architraves Mouldings, Ballusters, Newel Posts, Stair Rails, Twists, &c.

_ We are prepared to do all kinds of Jobbing, in Planing, Jointing, Morticing, Tenoning, A. H. B. MACGOWAN, Jig and Fret Sawing, Turning, &c., All kinds of Gothic Wiudows for Churches made at shortest notice , With new and first-class Machinery, aad the latest appliances, we cam insure the utmost satisfaction to ali who favor us with their patronage.

Spouting and Conductor

’

nee

DANCING SCHOOL.

. HE Subscriber takes the liberty to infers her’ friends, patrons and others, that TUESDAY, Classes Rage season will open on October 13th, at 8 p. m.

During the term will be taught all S gracel and fashionable movements Sass ee in lite society and in e I ’ which will be the New Highland Sch ticle Fe Ripple, Saratoga Lancers, Ama t

2 das enile Class wil no Seoeung in the after | noon of the same day, from . : be

Deportment and Dumb-Bell Exercises will taught the children, in addition to instruc tion in Dancing. the

Miss Burris fs prepared to give Lessons 0” Violin and Piano. BE. BURRIS

Ch’town, Oct. 6, 85—4i eod