9.

8 .

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¢=¢=’*°

Oliver ]_,@1in_ who iiizinugcd both yachts

4- during the most crentfiil period of their

` respective cireers

K,-_ Iselin is now in Europe, and is not

fgdback until nevt mouth probah

ly not untilaftcr the .\ew iork Ymghr

Club cruise.

1 ft

1

Daft write to a woman, when the roof

.T f;:»` 5-If - - .- A

DONT! WOMEN.

Y v - jgks. Write to a carpenter. Dorff - -‘ 'rite to a woman when the water pipe __ Wg; Write to a plumber. Don’t wn1;¢ if -'-* ’ wawoman when you are sick, write to a

aoetor. But why such superfluous gd.

._' vigg? Simply to call attention to thg 1 gd that “women” who are not qualified “ _` Physicians oder medical advice, in adver.

Q tiseillents worded in such a deceptive

__ manner that you are apt to overlook the

important fact that the woman ig not ¢ -j.-f~ physician.

M15"

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up.

_ilu .

=f==

1 in

4:0,

~ 'C Elaclileved the posiuog of th ¢1_1_i._,f

,~. .- _.

'K' .

s The eat success of Dr R V Pierce,

fills: gr `. . ' ° ` 1-. _ 5 treating and curing diseases of women

has led to imitations of his methods, es-

- ` lv his offer of a free consultation

' gletter to all sick women. At 1;11¢ head

of the lnvalids‘ Hotel and Surgical In. - .-_ ¢itute, of Buffalo, N. Y., and with an ex.

en of over thirty years, Dr. Pie;-og

gfspecialists in tht- treatment 0? wom. I iii's diseases. There i_s no living phy. ddan, male or female, who can show an equal record of over half-a-million worn- entreated and ninety-eight per ¢¢nt_ gf ares. Write to the doctor. Your letter will bi! read in private, answered in pri- vate and its statements held as sacredly confidential. To assure the exclusion of a- third party from this correspondengg every letter is sent sealed in a. plain enl yelope, bearing no advertising or print- m8va;1}_>10§1 Address Dr._ R. V. Pierce, l'1;5__;of>N_ <_>_f_¢l and Surgical Institute,

I Dr. Pierce’s Favor- ite Prescription makes Weak Women Strong and sick Women Well. Accept no Substitute.

“B H' ' ' l

ILIIYS KEEP Ol lllll

- nut, irrrsiumi. on rsxrenluii.,

is rim' Pam-riii.|.:.a iinu. nor ls-

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3-. _'_ Loon our Foe imivnrious AND sua-

srirutss. THE si-:NuiNE BOTTLE suns Ti-is NAME., _

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Peiruv DAVIS 1. sort.

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Strawberries r

Watermelons i

Butter Beans

Cucumbers

Cauliflower

Cabbage

Beets

Carrots

Squash

Lettuce

Rauish

Mushrooms.

_ 5:0 io. _

fri&sat.

_.Y-3*-‘~ zvvg -"' - .Jn r _ -inns-ul

ceivel it ll inkins yard, Cit\

....., H... .M-_-C _ D y Miss Pairlic Durant at ndDefe,_,1¢r he piiintt-tl oiitsitlc and in _

%.-».-t»»-- ui it *“°““~‘" Teachers’ Convention Held in Kensington. ‘ ` Q I _

menwdby otlicrsfor thepliiciiigofthe tw( 9 i

flmo,,,¢up<lefen.lei~.- in coiiiniission can _ . _ _ _ _ not be lelrne 1' 1 he Orders Came from C ,_ """"""""""" A vl """"""""""""""""""""""""""""""""""""""""""" ` ‘t ‘ ` _ _Y . - _ 51--. if , v

AT UR-DAY - N -

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IREAIMENI oi= iiisioiii

\'EWYo':i< .liilv lil-There is con sider- ` _

I

. interest anion ., `

xgtigicflrrthllliildliliiont Over the oiltexl; """""" ` " -Ti 1' V m _ _` _ L ‘ -<-M" 1 ‘ = Excellent Pa R - ' i ° ° I -_

- y i » l oluinhish B - _ _

In treating this subject of History, I

shall endeavor to lay before you the pur- pose of learning it, and how it may test _be`_taugh*. The paper will by no moans be a. lengthy or exhaustive one, but I hope it may fulfil the object for which it is written-namely, to call forth further dis- cussion on thisfsubject. In teaching his- tory, the teacher should constantly keep before him the purpose it is intended to serve, and what it will do for the child. It should give a vivid idea of past times, so:that the student may readily see the conditions then existing, and how the succeeding conditions grew out of them. In a. great number of matters it is ii guide tomankind. In politics, in education,and

in thg Soc, I and industrial life it is india

a

"' - 1- nation begins life

Densab . an 0 anew, ti;-itiovement is c0iitinuoug_ _ What we have now is the result of what is gone :before us. Therefore t0 under- stand the Dresent conditions and to get an insight intolthe succeeding 03°* it is

necessary to knov, the paw Iso work can

sta d _ . - t. of

U unless it grows out of the "Em qthe

the age. ,By understanding f ‘S- -luflgment' 1] on thened. and the

W' l be St-r S _ ,

Cause aUd`efT`ect of events aI`0\1“d hm’ “"1

ll

be "e°'°8'Ufzed. History should also teat' I that every citizen hasa duty which lien owes to cvery other citizen and thus make him a helpful member of the community. ;`

couple Of the most frequent mistakes in teaching history. One of these is the “Sing Of terms which the child cannot. 01' at least can but partly understand. For exampll-’» the term Government conveys but little meaning. If, however, the Government of the town in which the Pupil lives is taken up fully-‘h0W the M9-yor and Councillors are elected-their meeting together discussed-motions in- troduced and passed or rejected-then the uses and necessity for Government will be seen, and some idea given of its mode of operation. Or the Government of the country is taken up and the election of the members for the constituency taken over.: By this means the terms Govern ment] Parliament, etc., will convey a meaning instead of being vague nothings. _ A second misake is the want of geo- graphical knowledge of the country whose history is being studie'd.~ As one writer has said:-“Battles are fought and men, live, the child knows it is in space not in ` England, but that is all the idea he has of it." Historical events that are not located by the pupils are neither frilly realized nor remembered. Then again, events often cannot be understsod unless we know the geographical conditions under which they were enacted. The geography of a country will often go along way towards explaining its history. For example, take the discovery and colonization of North America. “Why did the early explorers always ascend the St.L:-iwrence, and why were the first colonies planted there?" Or, in speaking of the English settlers, “why

was it that they should`encroa.ch upon the

French to the north of them 2" “What caused them to form a strong,sta.ble settle-

ment instead of spreading through the

country as the French had done2” There may be certain characteristics of the race that would account partly,for this circum- stance, but the geographical condition of

i 4 _ ‘ It is necessary to a certain extent that

_ must be taught, and the difficulty is to_

OPGU Ou Saturday afternoon from

i %_ _ 11 IQ.

the country was one of the chief reasons. Therefore we can lay down this rule-, that in teaching the history of a country, the general geography of that country must fiistbe known. Then a map may be drawn, and the different places located as they occur.

The first step in teaching history is the

amassing of facts. Wliile facts do not make a child know history, he cannot know history without them. It is useless to talk of the relations existing between facts when the facts themselves are not known. These may be arranged eitherin the order of time or in the order of cause ~ nd effect.

they be taken in the order of time - All action or movement is in time. \Vithout` time there could be no development or progress. According to thi:~`, certain dates

find what dates, and the best way to teach them so as to leave a clear and,

lasting impression on the cliild`s mind. _ With reference to what dates history may I be divided into periods and the dates of

the period taken. Each period will be _ marked by certain features that give it a _ unity and make it possible for the mind -‘ to grasp the whole. The important dates 1 of the beginning and end of a period, and

\ne 9 - _ period, and thus their time is approxi-

lthe events in the periods to which they

Thus, Skiing the historyqf the

z 0 if 0 l‘l

Q“°°l\ Sf. Charlottetown. his 17 if.

1’

~ Hlving retired from business would lu who have received their accounts * Bro indebted to me make immedi “U Plyment at the: Medic al Hal. __

s. W. Donn.

Year, and which I think has proved ve

sisting my pupils to connect the diferent events together, I have divided it into these periods from 1812-1840, including the war of 1812, the struggle for responsible government, and the rebellion of ’37; from that time till Confederation in 1867; from 1867 down to the present time. As/these periods are gone over, the events occur- ring may be put in their proper place. By this means the child gets an idea of how far hack such events were and their distance from each other-.Tofthe child it of- ten seems that because many events are crowded into ten years much time has elapsed; whereas if but afew unimportant events occur in a century, the time seems short. -

The second and important Way in which

Gvents may he taken is in the order of cause and effect. It is in this doctrine of cause and effect that we find the value of history as a guide and as 8 discipline. The conduct is shaped by the kHOW1€dge thatlike events follow like causes. The student- learns that _whatsoever a man or a nation sows that must it also reap. He sees the result of slavery, of freedom, of war, of oppression and of extrava- gance. I-Ie sees that there iS H0 universally best form of gOV€I'IlID€I'll7»

1 tl ~ h n le that place’ let' me touc upon-a but that is the best which helps most to

develop and express the lifeof the nation. He learns that political institutions are the results of certain causes, and are not merely the result of chance or accident. More than that, he sees that nations are dependent on one another, that there is no such thing as a. “Splendid Isolation,” but that the good of all is more or less bound up with the good of all. Mr. Lecky says:

"If you would form a wise judgment of

the future of a nation, observe especially what qualities count for most in public life. Is character becoming of greater or less importance? Are t-he men who obtain the highest posts in the nation men of

whom in private life and irrespective of

party, ,competent judges spe.k with

geniune respect? Are they men of sincere convictions, sound judgment, consistent lives, indisputable integrity? Or are they

men who have won their positions by the

arts of a demagogue or an intrigueri Men of nimble tongues and not earnest beliefs skilful above all things in spreading their sails to each passing breeze of Ipopularity. Such considerations as these are apt to be forgotten in the fierce excitement of a party contest, but 1-if history has any meaning, it is such considerations _that affect most vitally the permanent well- being of communities, and it is by observ- ing the moral current that you can best cast the horoscope of a nation.”

Yet the teacher must not use facts as a

means of conveying his own ideas or doctrine to his class. He is to present the facts -as they are and to leave the conclu- sions and deductions to be drawn accord- iugto each one’s own judgment. The tale will point its own moral. History is useful as a guide only when correctly and truth-_ fully taught. In elementary history, the main thing is to amass facts that may be workdtl up afterward ,and not to vaunt far- fetched conclusions from them. The teacher should arouse enthusiasm for what is good and noble, so that thc innuence will be felt and not talked about.

Still knowing these facts and having

1

them properly arranged is not enough. The pupils must be putin sympathy with the past, and the events called up before their minds in such a way that the actors have a living reality and are not allowed to remain the merest shadows or nothing more than names. The child must live in the facts, think the thoughts of the actors and feel as they felt to be able to compre- hend their actions. Let him be one of them, to see with their eyes and to reason with their iritellects. The following method of putting a. child 'in sympathy with the event, and also of fixing the facts

in the mind in some cases has proved very successful. Let the child after knowing the facts and conditions of an event plate. himself in the position of one of the actors and write his own biograpliy.

plain's expeditions against the Iroquois. As material for this lesson, we might h ive several pictures of Champlain, of the Indians, their canoes, weapons, or any-

have been studying through the past

difficult to follow, owing to the text-bcok which has been in use. With a view of as-

l :mi li

nnerenn

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'theiatter hair of the history,which we .. . _ _ _ _ _ _ 1 rr

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10 pieces Dress Lining, all co'-Jrs,

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2 pieces Dark Fancy Cretoi nes 12c,

25 doz Crops Towels, 44 x 24, l5c,

2 pieces Honeycomb Towelling,

20 dcz Handkerchiefs for Children

2 pieces White Cotttn. yd. wide, 10c,

5 doz_Men’s Sox lEc'

100 yds rough Crash To velling 129, *

I0 dcz Braces for Men 2)c.

5 White Counterpanes $2.25,

To see is to admire, `

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Queen and Grafton_Sts. Ch'town. ' P<' “Land 01 " °

Maud Muller, on a summer’s day,

Scorched along on the broad highway;

Her Wheel a worthy Welland Vale

Or else she’d never tell this tale.

The élulclge steamed by, and said: “My

e

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You ?

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here l '

My automobi1e’s built for two-

For me, and for a peach like you.” But, as he spoke, is auto. reared,

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Sight-" _ What a joyful day l

1<`orcxam_ole.let us take one of Cham-

RHYmme@§cem@s

J enn ~ ~ . . _

Y' ion - omoini

Jenny pedals neatly, -_._ , ,_

Glidin down the street, I ’ , - fa.. . ' ~ it

J--my sat.. .0 ......~iy, lliim llarstllli im.\l|n|iyfrr'g‘J|:r.2;» it Jenny is discreet. _ _ _ ' .-

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Golden hair so iry,

Streaminée goes I _ 1 __

l A Y l l 'ii' C ` 'J `~ _ i:-5 I

On her Cleveland dying, 1 - ' 1

Drives dull care away. _ ~ _ " ' t

Were I with her cycling, _ ‘ _

July. August. September. October. are the Four; - ' " best wheeling months-We have 5° Bigyglgg yet to sell-will make-l A ‘

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thing' else that would help to make the _

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One of the clearest ways is to take a line _Bain sulidlilllng remgdies in the world. Get _\ _ ami divide it off into periods and. phw :_}_>_<;gt}_:_;f_;yf°r1_¢:;°;¢_.§*g;~ént;f§';_°‘;t»_\;_be _ ,_ i/___ .

/ ' \\

balong. s . - F,-auch and Canada, we_ can divide our _ __ Vggitilatqd op:-sets _tg _apyd th; f_i_§e une into three unequal Wm Fmt th &eaC°_erwe1frh ones cen . _ as. |18 tl;

(Continued on sixth page.) m_

10 cent. bottle and test it _in any of the above' oomplsints. It never fails, forNer

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C-n.rnival=, Scotsmam, 20th Centuries, E. N. D.. Colum-

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ias-, Liartfords hive had a large sale in Charlottetown

the important landmarks of history must WHAT IT WILL D0' 'We are receiving- above daily. be th°1'°‘18h1Y fixed in the mimi- Irnc* Polsorfs Nerviline, the great pain cure, 5

° ' il ' rom t relief in the

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.-- --» -»-t-I-11-' -md M- ;':.1l;':'n:.'=<..'::;i‘;.1;l°;:;'._...s:.f‘;......, ....1 N , -

Further, lf C116 d8.t¢S Of the p€l'l0d BTC I6- pa_iu~s_ neurdgim toothache’ ]umbag°_ ~ _ ,_`__i -_ ,/ .

mbered the events can be put in that “mum Bu; wday 3g,_3n_y drugstore ,__ ~-

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period of discovery and exploration, fmm_ _ - ' mi _ s _ _ ____ __ 1497-1&7. Second, the rule of the Com- Bought before the rise..-1(I)men’s fine - 2 -,Af f “ " pmy of the Hundred Associates, _from summer liraht weaght. Sgixonymwove pnderé _ _ .- _

1621-166% Third- 111° 1>°fi°d ‘ff Rm’ 2?" `¥e‘.’.§»’51¥-‘2...~t .}‘i.‘.’.i..1.;'3.'i-t.. ‘sie °.’...€°..'I.€¢.‘>‘.. - - mom iooa-1163 Th1s1as1=i>¢r1°<l naibnggan underwear an vse., sioo, and

ernmen ° _ _ _ _. may be subdivided into two parts.--the’ lpéuéh sizes fnom it _

first, in which -the French owned 5:1 of' _ _ _J what is now m th;lEa;temdp;:_ se°t°°n`d.': White pique and white duck of '

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