Terws Five DoLLARS A YRAR,

NEW SERIES.

The Daily Examiner

is issued every evening, by fhe Examiaer Publishing Oo. from their office, corner of Water and

Great George Streets, Charlottetown, Prince Edward Island,

Rares OF SUBSCRIPTION ;

1x Mouths, #2 50 Three Me nths, . ° 1 25 One Month, . ° J 0 50 «g- Advertising at most moderate rates. Contracts may be made for monthly,

half-yearly or yearly advertise-

quarteriy, ments, on application. ALMARAG FOR OCTOBER, i8g5.

MOON 8S CHANGES,

Last Quarter Ist day, 7h. 17m., a. m New ‘ooa 7th day, 3h, 19m., a m. Piret qaarter, 15th day, 9h. Sm., p. m. ful! Moon, 23rd day, %h. i9m., p. m. Last Qaarter, 30th day, th, 45m. p. m. i

D _ 'Sun ‘Sup Moon/High | Daya “ DAY oF WEEK

rises |sets | rises ; water) len’h,

hm oh om aft’n . aft’a h m } Tburaday 6 3,5 36.10 57; 3 4511 33 2 Friday 5) anaee 510, 29 g saturday | 6 3910 2516 37) 26 4 Suoday |} 8 30 127 Tey Be 5) Monday 9 2) 249; 8 27 ig @iTuesday = | 10 26) 4 1/933, 16 7|W ednesday ; 12; 24) 5 12°00 14) 12 §| fbursday | 13 22! 6 22/10 52| 9 9 Friday | 14 20 729/11 286 }0 Saturday | 16) 18 8 34'morn 2 1] Sunday | 17) 16 936 0 510 59 12 Monday 15} 14'10 34) O 41! 56 13 Tuesday 20° 13(11 26] 1 % 53 14 Wednesday 2} lijaft}4' 2 O £0 isiThureday | 23, 9 057/248 46 16 Friday 24} 7] 1 35] 3 45 43 jj Saturday =| (25 7 2 91450 40 ]3 Saaday | 2 412406 6 37 19| Monday 2 223 917 21| 34) 2) Tcesday 29 «60: 337'8 6 31) a] Wedaeeday , 39453 4 5 8 50} 27) g2Thorsdsy | 3!) 56 4 35/9 31| 24 23\ Friday | 32 55.5 7/1010 2)/ gqgseturday | 34 53 5471047, 18 95 Sua lay | 35 51/6 24/11 26° 15 23 Mouday | 36 50/7 I4laft 7; 12 g7, Tuesday 34; 48; 8 8 0 49 9) 23\Wednesday | 39 47/910) 136) 9. 29' Thursday 41° 4510 2 2 23 3) 30 Friday | 43, 44/11 26! 3 32) 0 ZiiSaturday (6 45.5 42\morn| 4 49° 9 57 | NOTES. |

The Dachess of Edinburgh’s birthday, the | 17th.

The battle of Trafalgar (1805) the 21st.

‘ie Statfurd Northcote’s birthday (1818) the 27th.

Ia this month the mornings decrease 51 minutes ; the afternoons 1 hour, 3 minutes, ———————-

THE RAILWAY TIME TABLE.

ne

THE “REAUME” PLOW.

—<——

For the convenience of the travelling | pablic, we have carefully arranged the fol-| lowing table of arrival and departure of | trains on the P. E. Island Railway, accord- icg to local time :—

Going West. a8 2k BS rrr re 647 912 402 Royalty Junctica.......... 702 947 42? Sees VUGMOORIS®, .... 2. 20s 737 1039 509) TEOUGE .. ooo cece cee 747 1085 622) i. usc bl $12 1132 5657) i Riccscscesheeel 819 1143 607 ci a's 6 wale in 829 1159 622 P M. TD dé os cccscs anus §42 1222 642 arrive.......907 1257 712 Summerside, « depart...... 927 237 ae 9 42 3 GV ee... sc teane 1001 329 et 1029 420 O'Leary. . Geiccccscccteoeen = Sk ease 1205 657 EE ccencctedund 1242 7 47 From West. ee Dine ins th wel ol 207 647 SN te. . as ee cee wit CG DTCS?. . .«nndcconeonmn eae ta, ee oe eel 420 1029 SS eee 449 1116 ee 507 1144 arrive......522 1207 Summerside, / A. M, : depart...... 542 112 657 I oe occ nscale 607 149 729 ML ES oc ceknénc eal 622 212 749 ns. cccscncwer 632 227 $03 ee 636 3397 6 I, nana 702 315 847 North MOG: 506 Haced 712 332 901 Royalty Junction.......... 747 432 947 oe 802 452 1007 Going East. A.M, P.M, re 707 417 sins «ous cccinduaeakae 743 444 Is se. ccvcccdivuwubaae 804 457 ed quvhueitss 6ii4 «837 522 Mount Stewart, ; depatt....sses 857 527 NS. ss ccc cose StCed bees deed 942 5656 OE Ee eer 1015 617 SD... o00s6enkusdes dual 1107 652 Medes cece ceed decesteecuan 1157 722 Meee... « icaducabanes 902 532 lala tac 1015 625 NUL, i: s 0cSedolesecadt 1037 642 From East. A.M. P.M. SN , don sv acudi . ake ae 647 212 ee 717 302 BOOED, i occcscccececseccuttt 752 3454 SES oo) oo cnebus chaiiaekotl 814 4 -s M arrive.......«842 51 snat Stowart, Gopart... isis 847 537 NO). cs sets cent cidcbeaiee 912 614 York iai nc cekesdeval ener wan 926 635 Oharlottetown.............ceeeee 952 712 >, i gd eeeee 07 82 3:37 os din s 0.4.0 e5Jeale ...749 400 PE UUOWEND. ... 0. cccaddcotwese 842 512

McLean, Martin, & KacDonald, BARRISTERS, ATTORNEYS - AT- LAW, Notaries Public, &c. BROWN’'s BLOCK, CHARLOTTETOWN.

A. A. MACLEAN, L, L. B.| D. C, MARTIN, H. ©. MACDONALD, B. A.

duly 4 dly—law wky8m her pres

—— TTT. Senter rtinnimetecieicntedientinsmmsnnesniyh bili ii seiner ehnplaicite l

Re ee a eae

PE A te as, a fa nani atkins csial 3

dhis is true Liberty, when Free-born Men, having to advise the Public, may speak free.”’—Evnipipxs,

CHARLOTTETOWN, PRINCE EDWARD ISLAND. WEDNESDAY. OCTOBER 14, 1885.

or >

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and by divi

completely buried oughly pulverize the soil.

. 9

or by their Local Agents in every County. Summerside, General Travelling Agent for P. E, Island; Stewart & Farquharron, Managers of our Branch Warchouse, Charlottetown :

effect of the Jointer or Skim-plow, is

‘The

Weeds, Manure, Etc., into the bottom of the furrow where it is

time Provinces

ari

FOR SALE BY

o - ial | / 7 ‘i = i ' ' tee Ses a 5 5 ai * = Ge Ex $s | es "3 oar "Mm 2% ane 5 ~ S oS on w ‘a ” oy pe © Pe 2: ae oc é& © 69 oO: as Os 2 2 “ “a wn me oo “S oF a = os qa. vo 3 oe & i 2 ‘nS ° ss PO uss ne Se ee Ss aa GS > = Sg OFVe oO “a dh io =e Bs Oo o—m kan © -= = ia 2. Da ts Sag e oe @aé aa 2 Ss @n © &p 2° oS 2 ae Ss Gs ae Sa S eS OS EYs S . mS Oss EStolne~ .; 3 Om, ry) CFs -SComevsgc EB 5s o ESS Le eh oS Se > 68 BEeeBrsgus eee A S 8 mm ON Say KRG = A cs oo fe oo sw QO, a kes a Ne . — u — -«- oka © a — Qe © & Ge os DW nee YB a Sweetie? * s o Oo cm 27 Se bh a | S ~ ie a =. Seat oea = SEs *

' \ } { !

MARK WRIGHT & CO., P. E. | FURNITURE WAREROOME,

Charlottetown, P. EB. Island.

—————

Furniture, Furniture

AW’WAZT DOWN!

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CHAMBER SETS, in Walnut. Mahogany, Cherry, Elm, Ask, Painted and Grained, new patterns, good finish and posi- tively the Best Value ever offered.

CHAIRS from 40 Cents each, up.

WINDOW FURNISHINGS, in endless variety, New

d Cheap. m CHILDREN’S CHAIRS, Reed and Rattan Goods, Oil

Paintings, Chromos, Carpet and Fancy Chairs, Parlor, Croquet, and Bagatelle Boards, Beds and Matrasses very low.

SPRING BEDS, the Best in the World!

0

Drawing and Parlor Suits, Superb, Elegant, New |

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“30:

PICTURE FRAMING, Cheapest in the Dominion of

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MARK WRIGHT & CO.

The Hygiene of Schools.

A PAPER READ BEFORE THE TEACHERS IN CONVENTION BY JAMES MACLEOD, M. D.

(Concluded. )

Menta work should be made pleasant to very young children, but in the school- room, as in the outer world, work is not always along a flowery path, work means labor and toil, and these are not always agreeable. A sense of duty and the pros- pect of final success are impelling motive powers that should not be neglected in the school, more especially as regards the older children. The habit of engaging in un- pleasant work, with a view to the resul‘s, cannot fail to have salutary effects in after life While studies should never be made repulsive, uor beyond the powers of mind of the child, still they should present sufficient difficulties to make the child couscious and proud of their mastery. Overwork and tov long hours are gecidedly i jarious,

THERE MUST BE VARIETY

in the studies; but that varioty should be kept within due limits, as too great a diversity on the other hand is demoralizing to the mind. Physiologists asseri that for children below seven years, two and a half hours per day should limit the hours of study; below ten years, three hours; below twelve, four hours, and the variety of studies to be properly engaged in during these hours can ba inferred from the limits laid down by the same authorities as proper for a single lesson, viz: for a child from five to seven, fifteen minutes ; from seven to ton years, about twenty minutes; for a child over twelve, thirty minutes. The limits thus set by physiologists to hours of mental work, are well illustrated and verified by the experience of the promoters of the half-time system in England and America, By this system children engage in school work for three hours per day instead of six, and are ewployed on farms or at some mechanical work for the rest of the time. These child- ren are found to make as good progress in study as those who attend school for six hours a day. Is it not a misnomer there- fore, to call that the ‘‘half-time system?” would it not be more correct tv call our six hours the ‘‘double-time system!” would the children feel the benefit of shorter nour:, but also parents, who could engage them in some productive employment, and lastly the teacher, who, under our present system, in country schools is frequently obliged to take his noon-day meal in the school-room—a practice which must eventu- ally prove injurious to his health—also reap a benefit. When science and experience thus agree.

WOULD IT NOT BE WELL TO DEMAND SHORT-

ER HOURS FOR SCHOOL WORK,

more especially for young children! Of course the limit of time does not apply to the older students, who can study for longer hours either in the school or at home, and whose success depends on long continued application. Inustruetion and education are too often regarded as synony- mous ; nay, more, instruction would usurp the place of education in our public schools Every day one reads a charge of failure against our public school system, because, forsooth,

aminations for positions in banks, counting houses or some civil service appointment, This is only another phase of the heresy that would make our schools purely indus- trial echools; that would, pushed to its

Not only|

the children educated in these! are unable to pass highly creditable ex-|

No such complaints can be made by our School Boards. The children of this Pro- vince, as a rule, show unmistakable signs of goud living. Asa healthy child is often | hungry for food, so is he also

HUNGRY FOR INFORMATION,

He will spontaneously take in mental food

—information—for at least twelve hours in every twenty-four. The organization of knowledge, the disciplining of his mental ,thought and activity, are what the true teacher will insist upon. I am aware that there is a materialistic school of teachers _who make utility the test of all methods of education. Of this school Spencer and , Huxley are the great exponents. Beyond the three R’s these great masters of the agnostic and physical philosophy, would banieh from the public school classies, and all kindred subjects, and intro- duce in their stead the physical sciences and such other subjects as bear directly on the pupil’s future calling. The former ‘they contenm as affording ‘‘ merely intel- lectual gynnastics.” They fail to show, indeed, they do not seem anxious to prove, that. the study of the physical sciences in ‘our schools will afford the same intellec- tual discipline as the study of classics is iealculated to give. Spencer teaches that | * getting a good livelihood depends in a |great degree on his (the pupils) knowledge (of one or more of these sciences, not it ‘may be a rational knowledge, but still knowledge though empirical.” Chemistry is recommended to the future agriculturist for ‘instance not as a subject of mental drill, but for its ulterior uses on the farm. Is ‘not this another phase of che same ‘fallacy that would put the indus- jtrial schovol into the chool. If | knowledge is empirical, if the child be made the mere recipient of useful facts, if the memory is to be loaded and the higher faculties of the mind allowed to lie fallow ‘and neglected, if in short no breadth and _depth of culture be aimed at, that child’s | mental Hygiene is sadly overlooked. Here | again

|EXPERIENCE ENDORSES THE TEACHING OF SCIENCE,

‘Ata public test examination of two large ‘classes of students, the one having studied ‘the physical sciences exclusively, the other, lin addition to these, having included in their course of study classics and general ‘literature as well, it was found that the latter not only showed a better grasp of all ‘their subjects, but had actually passed a | better examination in these very sciences, The whole tenor of the materialistic teaching is : get learning for its extrintic marketable value; mental Hygiene says : get learning for its intrinsic value. The materialist says: get gold ; Solomon says get wisdom, and with all thy getting get understanding; wisdom is better than gold. The materialist says this is the age of steam, electricity, high pressure com- | petitior, and the survival of the fittest: the opposite and the truer teaching says : look higher than mere material gain, cultivate the mind and the moral faculty, seek truth for its own sake. The former kind of teaching is very popular, and apparently at present in the ascendant; but its aim is nevertheless low. lis tendency is to de- grade the individual and the nation, and in the rule of life its teachings will be found not only irrational and false, but even in the end to defect its own object. The broader and higher the cultivation of the intellect, the surer of suscess—even materi- al success—in the struggle for existence of the individual and the nation. ‘To sneer at that education, therefore in our schools, as a preparation for life, whose chief aim is

logical conclusions, put a miniature cotton jntellectual training and to give a preference mill or shoemaker’s bench into the schools|to that whose tendency, if not its chief

of children destined for the one or the! aim and object, is “to manufacture human

other cf these employments in after life. Why should a common school system of education be made subservient to the wants of the future bank clerk or civil service officer any more than to those of the artizan or mechanic? Mental Hygiene answers : All these are beside the purpose. Instrue- tion, filling the mind with facts, has litile or nothing to do with the business in bend. The object of all true education is to

LEAD THE MIND TO THINK, TO REASON.

Imparted knowledge benetits little ; that acquired by a process of reasoning and think. ing on the part of the pupil very much. As in the physical growth, the child must assimilate the food given it in order to make it part and parcel of his physical framework, and a3 exercise of the whole body, as well as of digestion, is necessary to the attainment of physical strength and beauty, so also must there be the same pro- reese of assimilation, and the same constant exercise of all the intellectual faculties as well as memory, in order to the attainment of mental strength and beauty.

THE TRUE TEST

of the progress of children in our schools is not the amount of information in possession of each pupil, but how well each pupil can think and reason for himself.

** Knowledge and wisdom, far from being one, Have ofttimes no connection ; knowledge dwells In beads replete with thoughts of other men. Wisdom ip minds attentive to their own Knowledge, a rude, unprofitable mass

The mere materials with which wisdom builds, Till smoothed and squared, and fitted to its place, Does but encumber, whom it seems to enrich.

Wisdom is humble that he knows no moce.”

There is “no royal road to learniag,” and it would be fatal to man’s well-being if there were such arcad. The learner must acquire habits of concentration and self- relisnce; must discover that intellectual achievement requires self-denial, toil and perseverance; must learn the lesson : “* How at the flaming forge of life

Our fortunes must be wrought,

And on its sounding anvil shape Each burning deed and thought.”

The physical well-being of the child requires food in abundance and variety. This food is required not only as a producer of heat and as a repairer of waste tissue, bat also for the purposes of growth. The London School Board recently reported that child- ren in some districts ‘‘ are unable to make satisfactory progress in their studies on

Ch’town, Sept. 28—3aw wkly

aceount of being underfed and bloodless.”

Knowledge is proud that he has learned su much;

| tools wonderfully adroit in the exercise of ‘some technical industry, but good for no- thing else,” is not only contrary to the dictates of common sense, but contrary to all the teachings of intellectual Hygiene. Besides, it would be impossible to teach these sciences without extensive appar- atus. Teaching chemistry from books is worse than useless. If the physical sciences are to be taught in our common schools, let them be taught to the more advanced ‘pupils, but not to the exclusion of classics 'and other subjects, included at present ia ovr school curriculum, Lei the prelimin- ary education of the rising generation be as broad and comprehensive as possible, so that on leaving our schools each one, no matter what calling in life he may choose, may have free access, with strengthening powers,to the book of nature and the whole republic cf science, and of letters, thus affording to every boy and girl, rich

or poor, an equal and a __ fair start in the rece of hfe. Why should classics be excluded from a

boy or a girl’s course of education? Hux- ley belittles the classics as a part of educa- tion, and gives a picture of the man ‘‘who shall never open or think of an author ‘again, until, wonderful to relate, he insists |upon submitting his son to the same pro- cess.” Theinference to be drawn is that those studies were useless to the father. Does that follow? Let me picture the man who never thought of examining the foun- dation of the house he lived in, until, | wonderful to relate, he had decided upon building for his son an equally good one. | How absurd it would appear to say that, because the foundation of the house is hid- den and out of sight, it is therefore useless to the superstructure! So it is with a boy’s mental training. He may not be conscious, in after life, of how much he owes to habits, whether good or bad, formed in school; but these are, notwith- standing, not any less potent factors in his intellectual habit of thought and action. It dees not come within the scope of my paper to enlarge on the advantages of a

education. A thorough knowledge of our own language, which is derived so largely from the Greek and Latin, is best obtained through the study of these, and as an ex- act knowledge of the use and meaning of words is indispensable to the proper under- standing of all scientific studies, an

acquaintance with the classics would appea-

classical education, except as a means of |

SINGLE Copizs Two CrN% VOL. 17.---NO. 124.

to be very desirable, if not urgently neces- sary, prior to engaging in these studies. It is, moreover,

A PHYSIOLOGICALE FACT

that language has in the train of man a separate and distinct centre, and that he alone *‘possesses the marvellous endowment of intelligible and _ rational speech.”’ The study of the classics gives the youth simply ideas, and these he must clothe in language wholly his own. His first at- tempts may be crude, but he will advance step by step in his facility of expression and in his command of language. All the faculties of his mind—memory, reason, jadgment, imagination an] conception (or taking, according to mental philosophers, the really fundamental intellectual fane- tions, discrimination, similarity and reten- tiveness)—are brought into full play by the exercise of translating and re-einbodying in forms of beauty, thoughts lying hidden in a dead language. In fine, this exercise constitntes a development of that noble faculty—to appropriate the beautiful jan- guage of Huxley himself—‘‘ by which man alone stands raised upon it as on a moun- tain top, far above the level of his humble fellows, and transfigured from his grosser nature by reflecting here and there a ray from the Infinite Source of Truth.”

THE PUBLIC SCHOOL SYSTEMS

of different countries have been condemned by many, because, with the increase and greater perfection of schools, the average of misery and crime has not been diminished, and because, in countries like Germany, where the public school system has been brought to the greatest perfection, Social ism and politica! crimes are on the increase. The answer to these objectors is, that it is not enough to be intellectually and physi- cally trained; that man has

A MORAL FACULTY,

requiring the most assiduous care in its cultivation, and when that is neglected the result can only prove a failure. The more enlightened and intelligent an immoral and vicious man or a woman is, the more danger- ous to society he or she becomes, but of course that affords no argument against enlighten- ment and intelligence. If in a physical sense the air of the schoolroom should be pure, how much more‘ in the moral? The pupil should be taught that moral laws are as binding and exacting as those which govern the physical world, and that the infringement of the one no less than of the other, is sure te be followed by ev] con- sequences, and that on the other hand obedience to those laws will secure pleasure end happiness. The influences of the schoolroom should tend constantly to make the child love the pure and the true | for their own sake, and abhor and avoid vice as repugnant to a healthy and well- cultivated moral sense ‘‘ Copying” on the partof the pupil, drilling scholars in a given lesson for mere display at public examinations (a custom it is to be hoped not very general) dilitoriness in the per- formance of duty, and every species of false pretense are demoralizing and far- reaching in their evil inflacnee, for the habits of the school-room are apt to be the habits of after life. 1 know that the moral faculty is large in some children and small in others ; that this is mainly a question of inheritance and home influence, But, hap- pily, in no child is it entirely absent; and the feebler the display of it the greater the necessity for its careful nurture and {devel-

opment. The pupil must recognize his duties to himself, to his teacher, and to his classmates. These lessons, well

instilled into his young and impressible mind, he will carry with him into the larger world without.

IN CONCLUSION, I may be allowed to bear testimony to the

high character of our teachers in general, and to say that they are actuated by a high sense of duty,

and though often discouraged by the many difficulties incident to their profession, that they appreciate their calling as one of the

WHICH MAN ENGAGE.

NOBLEST IN COR WOMAN CAN

I have only been able to touch, and that very lightly, the fringe of a great enbject. I have endeavored, though briefly, to show that the physical well-being of the pupil de- pends upon pure air, light,nutritious and wholesome food and needful exercise ; that this food conduces to healthful growth only in so far as the system has power to digest and assimilate it; that to secure perfect strength and perfe>t physical development, not one set of muscles, but all the muscles of the body must be called into active play; that in like manner mental strength and symmetry can be obtained only by calling forth and exercising all the mental powers; that the exclusive study of the physical sciences are inadequate to the accomplishment of this great end; that the study cf classics, which present the most perfect forms in which human thought has ever yet been embodied, is well calculated to promote healthy mental devel- opment; that the moral facalty, weak though it may appear in some pupils, is capable of being called into vigorous and healthy exercise by tne well-directed efforte of parerits and teachers; and that the aim of every teacher should be the physieal, intellectuel and moral well-being of the pupil, thereby laying the foundation of a noble manhvod and womanhood. But we must all remember that, though the teacher should arrive at the summit of his loftiest ideal, he has only brought those committed to his charge to the threshold of that higher and invisible life—man’s highest destiny— to attain which needs more than human instrumentality.” For “ oars alone can ne'er prevail, To reach the distant coast,

The breath of Heaven must swell the sail, Or all the toil is lost.”

*

In yesterday’s issue, instead of ** Room cool and warm,” read : “ Room cool and feet warm.”

Tue annual bazaar infaid of the P, E. Is'and Hospital will be held in February. All con-

tributions thankfully ree¢ived. july 20, eow

=

sie gai

ad