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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-
A
' '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  _ _
Z
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
x
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
kl
_§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.
3
i
heart strengthenin nerve tonin
Norve Pills.
~\s ~,
"' gl/`v_
.,, _ .
\
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¢,_,_..__;~ 1 '
 - ' "
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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»\>..
L
Q
Us item 22?: igfpfq lffféf  ?§l\£ié®~`%§
        
`\~ _ _ `v "X _ __ _ _  . __
I _  ’ Lif_.(~,`(, ~ 4 ffl
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-MT
J
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<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
be
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
V
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?
1
,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
Y
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 `
-.  '
If
vw.”
§~
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1- ~.'1:f3é`=""‘1f

,Z
_ _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
We
-up
-li
"il
1??
l<
ji-.