9.
8 .
4 .
""' r. - ,
¢=¢=’*°
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"
~
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-
,,,m *ss . urn.
-4
3_1.;
a at..
i...
'L  _
3-. _'_ Loon our Foe imivnrious AND sua-
srirutss. THE si-:NuiNE BOTTLE
suns Ti-is NAME., _
Q
L
 Peiruv DAVIS 1. sort.
;`
I-ri ; i
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U48 * P' -’ " '
._
Jitlial 
Ilhlt
~
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  lay’sMaikelSta||s
liste!
 i=Rii>AY,
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  -
' " f  -- _.'35
__'I`__H 5?. GU
 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
Ui
>i-<1--~
__?___T_
'-N5
~-__
%
%%%
I
Q t
-1/es;
LU
.5
2
fv-
180 yds. English Flannelette 8c, ' :  
'theiatter hair of the history,which we .. . _ _ _ _ _ _
1 rr
\
All Ladies and Children s Hats, Sailors and Untrimmed,
‘ ' ’ ' ' u  _
if
All Muslim and Crash Skirting
6 pieces Black Brocafe Dress Gorda 28c,
10 pieces Dress Lining, all co'-Jrs,
2 pieces Fawn Drefs Goods, all rioo`. 28c,
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, `
~-
. . _ r

164:
<
tl
ll
I
“ lceaeh _
H .__  ---1.4 _ 
I rr ‘-
__“ 1°°“
rr $1 00 __
To admire is to desire, __ _
rows
7' __
‘ 'fi on-.
Z,/__ hat Trade We Have We’ll Hold What We lv-|"a\»»",fe“r"_i`f{'t_'__
We’re After 1
nsssnsnsnsnnsssss_
\
e
To desire is to be a buyer
a- -» 
sf-i
ve
_,,-
,.
L
Our' CARBON PORTRAITS are unrivalled. . - _,_ _ _
0 ' » , ` ' 7-  ' i  = l _ ` i if
 _.:;.i;‘:‘:.':i°:°.;z°.i;’.‘1:n:°;...._ t -» °°”*“__j§F_“lf9M
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
Wou1dn’t This “Explode”
You ?
There’s 'room for you; come, jump in
here l '
My automobi1e’s built for two-
For me, and for a peach like you.”
But, as he spoke, is auto. reared,
Blew up, an lo l it disappeared.
And Maud said, asfshe watched his plight,
“Thanks. Judge. You’re really out of
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. _ _ _ ' .-
r1‘.i.‘f’.’.'_t'_§‘3<i'i€.‘in.iii°§i.'5'i£i..§ii?§i.i>’§.§‘f‘f=-52°'  
Lithsome as a fairy, July ’ _ f ' "  1 f i - 
Pink as the wil_d rose, r  
_. Y 'T .f ‘ ._, 't ‘V ?
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 ‘
lie pfigg satisfactory. ._ ' __ - _
M so °    °»--- 
ark Wright & Co., Ltd '_ c___m_____________________,______
4, i _im -_ lr _Q1  _ _ 1-_1 | _` ' . _  _ ' ~ -f -  i ..
' ` _ ` 5. _ '_ '_ “ 7. ' _ i   ' 5 ' ‘ . _ "X7  _ * _,_'__ -_ _~\ `- .,  E ’
' ~ ~ _ V ---~-‘#2 im.: ' ' ~r
In all the latest designs. . _ _ .- _    - _.» _ _  
|_iiustrarec t-_Loom-o‘t 
... ,->,' .. .__:
_ -t -ao...-t '-. _
A e La y 3 (
er’ "
y°3fn"Uii'iii§3d°§)Lif as s »
Pictured and described. es  t .  _________
mg
-E
i Cpcns July ist,
7 _ ' 1"; _ i '-2 i
thing' else that would help to make the _
incident real. As a preparation, the
mefelr f*=°“~ _ unter posed r the most powerful
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
- b
lldllbll l wh l
C-n.rnival=, Scotsmam, 20th Centuries, E. N. D.. Colum-
,/ t/
s
,qu-v ..-
4.
_ *_ _
s. --1  -  _ ‘_
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
d ts f o ortance may -then be n ver fa s to give p p _ _ _ _ _
en ° mm r Imp 6 ` ` fer-S “S bruises . - Look them over-- Write for catalogue
.-- --»  -»-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 ,__   ~-
- Repair supplies-Second Hand Wheels
    inn wright  n   cl, Ltd.
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 '
ldthgushgegwnofoud bill) liatlfloi it. Or takel. it hém ‘I Palais' I 18 tt 1 1 1 ; -  f- . f . ' -_ ff. f ‘ ` _-‘ " ‘
,W n , _ _ _ _ P _ _ _ -   7;. _ 'r  '§»','T5*.',.i,`~. _
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r . . s if
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_ 7+* ' _..__. _.sms .-A  %.¢§,;;.,',~.‘§... Jer' -1-;-_ ,-2; g_;__’___ 0.
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