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-. w “J.” :0 With increased salaries and a much greeter security of position the day is surely nearly past when the teach- er considers it necessary to lower him or herself to distribute favors among the children of those (such us' the trustees) who have the most in- fluence in the community. and it ought to he considered crimincl to and prizes and promotions to pupils who ere “deserving. It must sure. ly take some time to cross from the child’s mind the inmtsl impression It is to be regretted that many teachers regard moral training as a thing separate and by itself. Too often it is dependent on the Opening exercises Or is made the subject of fixed lessons given at Stated times in which case it has no connection with real life and is of little value. In other cases amid the numerous sub jects to be taught on the curriculum and eagerness of teachers to have pupils excel in mental work. the moral side of the child’s nature is al most entirely neglected and public school education instead of having three aims in view sometimes turns out a product, weak morally and physically and comparatively over! deveIOp-ed mentally. Francis Parker says the end and aim of education is the development of character. The moral culture of the rising generation can not receive too much attention as the future destiny of our I country depends on the children of today. We should also remember’ little ones seeking the way home, and that if only the mental side of the chi‘d is developed and the moral allowed to run waste we can eXpect a person skiifnl in perpetrating alll kinds of evil and evading punishment. l It were better for a person to go down life’s decline an ignorant clod than a moral coward or a physical wreck. Children are under our care ataperiod in life when impressions are most easily made and longest lasting. Consequently it becomes our duty to meet these conditions honeStly and do our best knowing that the results will grow and reach into eternity. “That an influence on the life of England has been exercised ' by the headmasters of such schools as Eton. Harrow. Rugby and in later years Uppingham. Can the elevating influence of, Arnold at Rugby or of Thring at Uppingham ever be really 1 measured or appreciated. We are prone to boast of our magnificent system of education in Ontario. but where in it can we find powers like those. Thring throughout his life proteSted against. the mechanical teacher, against the yearly treadmill of preparing for examinations, and strongly encouraged games, manual training and music as part of school life. He also believed in the deep and lasting efl’ects of beautiful sur- roundings. He said. ‘.'Honor thy work and it will honor you.” Moral Culture in Schools A Paper Read by Miss Baines at the Teachers’ Convention held at Plesherton Oct 26. Moral Culture in schools is training the pupils to distinguish between right and wrong and by difierent means broadening their views and elevating their natures that right and duty will prevail. If the ethical side of acbild’s nature is properly cultiv- ated the grown up person of average mental capacity will have little dif- ficulty in determining his duty to his Creator, fellow creatures and himself and will always value a clear con- science and the right to entertain a thorough self-respect more than any wordly gain to be obtained by a low ering of his principles or aetual wrong doing. The child should learn to know and understand itself before its school life is over. We should be as careful in teaching the pupils selfâ€" knowledge. selfireverence and self- control as in teaching them the Alph- abet. It is the practical person not the dreamer who does the greater part of the world’s work. The per- sons who know their own power men- tal. moral and physical ; and also the limitations of their power will not at tempt what is clearly unattainable to them and will thus be saved disap pointment and perhaps ruin. and in- stead they may be doing something of which they are capable and will thus benefit the world. \Ve should be ready to accept existing conditions with equanimity. to submit cheerful- ly to hardships and hindrances. rising above all by patience. sceadfastness and determination ; always with a noble and great end in view not small selfish aims. The great nature has the ability to see beyond trivial pain, pleasure or praise. Our personality has more or less influence over everyone with whom we come in contact. The first and greatest necessity and the one which permeates all others is the need of filling the teaching profession as much as possible with men and wo men of high ideals and noble charact- ers. Every art is more easily taught by example than precept. Children have very clear ideas of} fairness and are very quick to note‘ inconsistencies. If the teacher tells! the children to be truthful and tells] or lives untruths what result can he ' expect; also. if they say be honest and show partiality among the pupils in marks, privileges and prizes; it would be much better for such teach- er to never mention either truth or .honesty. If the teacher has pets in school do not allow them to think that because they are the pets they can slide over their school work, through examinations and be exempt from the customary punishments for misconduct, instead they should be made to feel that they are expected to act and work better to justify the 11093991: in his high Opinion of them. Good discipline is one of the first requisites of a good school. In dis- cipline be firm Without an undue ex- nibition of authority. An appeal tel the pupil’s honor and sense of right! for discipline and justice to others is often more efiective than a threat or a promise of reward. Complete but not Siavisb obedience should be had from each pupil; that is the pupil should be expected to carry out a command at once unless it has some good reason for not doing so; in that case if the teacher is the friend of the pupil which he ought to be, the pupil will not hesitate or be afraid to give his reason for not doing as command- ed. When defence is a wilful de- fiance of authority, in most cases cor- poral punishment ought to be inflicted publicly or otherwise. We should teach the grandeur of doing right because it is right nor merely be- cause punishment for wrong-doing is unavoidable even if it does not come at once. left on it by receiving that which should have been Obtained by some one else at the hands of one whom they should be able to respect and cOpy. The school in which you find all the pupils in tumult and disorder on the removal of the disciplinarian or al- most every pupil on the alert to take advantage of the new teacher is re ceiving a training which isn’t doing much towards character building. \Vhat to do with the thoroughly bad boy is a question diflicult to an- swer. It seems impossible to con ceive of any child being so bad that it can not be reached in some way. In many cases the seemingly bad child is not understood by either parents or teacher and incorrect methods of treating them is resorted to. The teacher to be a good discip- linarian must study and understand his pupils. Moral education in school can only . supplement never take the place ofl moral education in the home. How; often though is the innocent childish' nature demoralized rather than help- ed by home influences. In almost every community we find children ale most destitute of a knowledge of right and wrong. The teacher’s! work is to use every means to elevate! this nature. to pr sent right and duty l in the most pleagng light. In the meantime something must be done to prevent the evil influence from reach- ing the other pupils. but in this little difficulty will be experienced if they have already been receiving the prop- t er training and are not just hovering ‘on the boundary line between vice land virtue. Teachers must be the pupils’ friends to really benefit them. ':They should talk to them, consult l,them about things they can under lsmnd, treat them with respect and llet them assist in performing little ' duties. Nearly every pupil is gifted tin some line of work ; give them an iopportunity to surpass in that work land publicly show your appreciation 30f their talent. It is scarcely reasonable to teach the child that if it always does What is right it will be sure to have a pleasant time and obtain all the ben- efits to be bad. They should see and expect that vicarious sufiering is the lot of all, and that the immediate pain caused by wrong-doing often falls mosc heavily on the innocent. We should endeavor to have more worthy school incentives than prizes, rewards, etc., as these appeal to the lowest motives and are not conducive to self-government or character building. inarian must study and understand] All the pupils’ games and amuse- liS pupils. ments should come under the notice Moral education in school can only » of the teacher but by no means in the supplement never take the place of! light of an evesdmpper. The teach moral education in the home. How; er should enter into their Sports and plum though is the innocent childish' in so doing ameliorate all deteriorat- nature demoralized rather than help l ing language and conduct. Rough, ad by home influences. In almostl boisterous or mean conduc: can have1 every community we find children al- l no elevating influence. All games most destitute of a knowledge oil which excite rude hardening feeling right and wrong. The teacher’s; or leesen the pupils’ reverence for work is to use every means to elevate: What is sac: ed should be strictly ex- this nature. to pr sent right and duty l cluded They should be taught to do in the most pleaélng light. In the. naturally the little courtesies expect meantime something must be done to ed as a matter Of course from any prevent the evil influence from reach- ordinary lady 01' K911519103“. Never ing the other pupils. but in this littlei let a pupil see you consider it hope- ditficulty will be experienced if theyiless and eXth nothing better from have already been receiving the prop-l it. Always make them feel 3’00 8X- er training and are not just hovering pect their COIlLibCE to be high and on the boundary line between vice‘ 110va 111 many 08365 it WORN be a and virtue. Teachers must be the great help to silenty make it “0‘39 0f pupils’ friends to really benefit them. all “1d? llehul'icul‘ ““1 improper at first Some small hardship and temptation. small enough to be over- come by the childish nature, then a little greater and still greater with suficient encouragement to ensure against failure and at last the child will develop pluck and confidence and become a rational selfogoverning girl or boy. It is scarcely reasonable to teach the child that if it always does what is right it will be sure to have a pleasant time and obtain all the ben- efits to be bad. They should see and They should talk to them. consult language and Somelime during the expect that vicarious suffering is the lot of all, and that the immediate them about things they can under Stand, treat them with respect and let them assist in performing little duties. Nearly every pupil is gifted in some line of work ; give them an opportunity to surpass in that work and publicly show your appreciation of their talent. pain caused by wrong-doing often falls mOSt heavily on the innocent.l We should endeavor to have morel worthy school incentives than prizes, rewards, etc., as these appeal to the lowest motives and are not conducive to self-government or building. Human nature is like a match no virtue comes from it until it has been rubbing against some hard place in life. To protect children from all temptation and rough plaCes will not promote a high moral character. It would be equally unwise to place the child in the way of great temptation As no two pupils have the samel ability in the same line or are sur- rounded by the same environments, no comparison can be made on a just basis, and at best a prize can only bel an incentive to a few of the mosti clever pupils as it is clearly beyond; the reach of the others. The proper week Wilhoul men'ioning manners, speak of each offence and ask the papils’ opinion of the same We should teach the value. of truthful- ness. Let the child see that in every life there comes a. time in wh ch it would help them and they would give a great deal to be believed and con- sidered trustworthy. Mention in- cidents and tell them stories to show and prove how in the end and often at the time truth brings success and advantage. Show how. us we are all more or less dependent on one an ether, truth is essential in the social and business world. In some schools the tender-hearted or careless teacher thinks it necessary to believe or seem to believe everything that the dear innocent children may wish to tell them. Instead they should exert themselves to discover the truth and in no case allow the child to think il can deceive. delude or impose on them, even if no other punishment than a temporary loss of the teacher’s good opinion should ever follow. The child will carry with it a rather good Opinion of itself in being clever enough to deCeive the teacher and nothing will give it more encourage- ment to be untruthful. The teacher can drive pupils toward deception and untruth by a lack of sympathy and undue severity. A fault ac- knowledged With proper regret should require little or no punish- ment unless it is of such a character as will lower the moral tone of the Ghana“ whole school unless publicly chaStised is No school is a good school uhich educates the children away from work. Work is the very condition of the enjoyment of life but ease and honor are seldom companions. If the child can do some work well it will go a long way toward giving it self-confidence and all the Other vir- tues and it will rarely barter or trade incentive to labor should be a natural self-respect for ease. or some other interest and desire for knowledge so l such unworthy and lowering element Human nature is like a match no virtue comes from it until it has been rubbing against some hard place in life. To protect children from all temptation and rough plaCes will not promote a high moral character. It would be equally unwise to place the child in the way of great temptation at first Some small hardship and temptation. small enough to be over- come by the childish nature, then a little greater and still greater with suficient encouragement to ensure against failure and at last the child will develop pluck and confidence and become a rational selfogoverning girl or boy. Standard Bankofcanada DURHAM BRANCH Savings Bank Department J. KELLY, that we may accomplish comp worthy purpose In the world. To make. this an incentive each {subjcct must be presented in an attractive manner and the pupils asked to discuss and form their own ideas being guided as little as is neeiful. Whether your bread is good or bad, the cost of baking is the same. You pay more for Royal Household Flour but those few cents in- sure good results every time. It is the finest, Whitest, purest flour that’s milled. It’s the flour that is always good. ogilvie Flour Mills 60., Ltd. 158 Montreal. a few cents l URHAM CHRONICLE in life, nor is so apt to degenerateto the swindler or thief. Show the child that a rough diamond is more valu- able than a smoorh, shining imitation; make a distinction between pollsh and refinement. Make them under- stand that poor manners and good principles are better than good man- ners and poor principles. Do not teach that it is better or more re- spectable to be a lawyer than a farm- er or that a banker is better than a mechanic. It is the manner of work- ing not the occupation which ought to reflect honor. All labor is honor- able if well done. ‘ Drug Store. To surround the pupils with the beautiful has a refining ennobling in- fluence. and one of the best ways to bring the pupils to a love of the beautiful is to allow them to care for and be re3ponsible for the preserva- tion of something .beautiful. The Japanese are among the greatest lovers of beauty and in parts of that country beautiful costly ornaments may remain on the gate from year to year Without being destroyed while in our Canada no property either public or private is entirely safe from the destructiveshands or knife of some school boy. Manual training is another factor in moral culture. It gives the pupils a knowledge of the difference between accuracy and vagueness and thus con~ fers precision ; because in doing a thing by hand it must be definitely right or definitely wrong. It pro motes honesty for when you eXpress yourself by making things and not by using words it is impossible to dis. simulate or cover ignorance by am- biguity. It also gives the pupil who cannot hold his own in literary work an opportunity to win self-reapect as Well as the reSpect of others ; because every child can make or do something well. Music helps to inculcate a love for the beautiful and refined. It helps to bring the pupils out of themselves and softens and uplifts them. Our patriotic songs inspire pupils with a greater love for their country; so also does stirring tales of bravery and the sacrifice of great men and women to further the common good. Sells More of Chamberlain’s Cough Remedy than of All Others Put Together. Mr. Thos. George, a merchant at Mt. Elgin, Ontario. says: "I have had the local agency for Chamber- lain’s Cough Remedy ever since it was introduced into Canada, and I sell an much of it as I do of all other lines I have on my shelves put to- égether. Of the many dozens sold under guarantee, I have not had one bottle returned. I can personally recommend this medicine as I have used it myself and given it to my children and always with the best realty”, For sale at Parker’s Only the best not the light, trashy literature is the proper kind for chil- dren. The selections read in school should be chosen to stimulate. 1n- struct and ennoble the listners and to do this they must tell of noble and chivalrous characters, of high aims and motives. Could direct talking or reproving ever teach pupils the lessons they may learn without effort from Aesop’s Fables or bring as vividly to their minds the truths learned from such allegories as Hawthorne’s “ The Truant” and "Golden Touch” or Ad- dison’s “Vision of Mirza.” Where could we find more profound thought or common sense than in Burn’s “For a’ That and a’ That,” or Bryant’s “ \Vaterfowl,” etc. In teaching history the pupils may be led to see clearly the success at- tending nations and empires of good laws and g0od government and the inevitable (destruction) fall of nations given over to selfishness and vice. Biographical sketches of great wo- men and men such as Florence Nightingale. Shaftsbury will encour age pupils and prove an incentive to nobility. They may be led to avoid such little faults as Burn’s lack of self control. Coleridge’s irregular un- settled life and Goldsmith’s extrava- gance by seeing what drawbacks they are to otherwise almost perfect lives. We should remember every good im pulse given is an evil one checked. Our permanent and ever increasing influence whether for good or evil should be well impressed. Some act performed which Will probably only influence a few now. may in the years to come be influencing thousands. Were a star quenched on high, For years beyond our ken, The light he leaves behind him lies . Upon the paths of men. The duty of the strong to prot or the weak or aged may be learned from such lessons as The Loss of the Birkenhead or Somebody’s Mother. Pity for the oppression of the poor may be learned from Hood’s “ Song of the Shirt.” and love of the simple life from Goldsmith’s "° Deserted Vil age. Punish ment for crime is tau ght in the “ Inchcape Rock,” " Merchant of Venice,” etc. Patriotism in such lessons as " Rule Brittania,” courage and unselfishness in “Golden Deeds,” submission in Longfellow’s “ Resig- nation” and charity in the "Bridge of Sighs." For ages whuld its lighf, T ' Still travelling downward from the the sky, . Shines on our mortal night. So when a great man dies. The greater part of moral culture to be of real value must be incidental. Every lesson in mathematics, gram- mar, science, etc.. may be made les- sons in correct reasoning. In almost every lesson in literature and history ennobling truths may be causually impressed on the child’s mind. The Village Blacksmith may be made a lesson on the dignity of labor. m? 32;" gm Ladies Fur Caperines. from$3 .00 up. “ “ Rufls “ $1. :30 up. “ “ Stoles $3. 00 up. Child’s white wool boas at 30c., 43c. and 60c. each. Ladies’ white'wool hand made fasinators at 60c. and $1. 00. Wool clouds white black and red at 250. 400. and 50¢. each. Honey comb shawls at 50c. 750., 81.0) and $1. 40 each. ngfin’ s hegvxrevprsible shawls at $3.25 1‘7?!me , m My: S3. 50 and S4. 50 each. Woman’s winter vests from‘ 25c. up Bed comforters at $1.25, 82. 25, and $3 each Large 11x4hsiz‘e flapnelette blankets, white é Elliott Mclachlan PRINCIPALS. ' Q ‘Q‘MM%~~O wâ€"n' â€"â€"â€"â€"' vv pair Men’s cardlgan jackets, $1.00 each Best Lines of Groceries Always in Stock All persons are warned not to trespass on the following lots with dogs. guns or other- wise. for the Durpose of hunting or prosec- utions will fullow :â€". orugray, 81.20 pair 7 _, - Whipe wool blankets, large size 60x80, $3,255 John Bell No. 67. 3rd Con EG R; No and4 lst Con N D R Chris Firth No 5,15tCnn N D R Wm Young No3Con1, S D R; No6, Con 1NDR Abraham Crutchley, No.62, 3rd Con. E. G. R.: No.3 4thCon. SDR. Wm W21 11, N0. 3. 4th Con. S D R. “11:05. McGirr, No. 61 and 62, '2nd Con. E 250 ACRES near Durham a good! farm, splendidly improved was askmg $7. 500, will now take great deal less. 100 ACRES in Glenelg 9;. near Durham, 3. fine well 1m raved farm, will sell very cheap or tr . i ACRE LO'I: near Durham Furniture Factory. Will sell cheap or trade. ' A PROFITABLE Blacksmithlshop stand, well located. A large sum of mone to lend at llowest rates. DEBTS COLL CTED. INSUR- ANCES placed- Difiicultiea arranged. C P. R. and Ocean Steamship Tickets for sale. Everything private; Always Promptâ€"Never W. To change his advertisements but now offers some NEW BARGAINS : 100 ACRES Bentinpk. near Crawford, brick yeneered dwelling. very large harp. rame stables and pig stables“ good so: ood orchard, ood bush. Price shoul. e $401) but wi I sell tor less than $300031: sold at once.. The Big 4 5V» NOW IS . . THE TIME The Leading Commercial School STOVES PIPES, ETC. ALL KINDS OF HARDWARE AT LOWEST PRICES F. E. SIEGNER The school is recognized to be one of the best Commercial Schools in America. You can safely judge a school by the applications it receives. This term we received applications from firms in six large American cities and from far more towns and cities of Canada including Saska- toon, Sask., on the West, and Char- lottetown, P. E. I., on the East. Our reputation means much for our graduates. Write for our catalogue. NOTICE TO TRESPASSERS. CALDER BLOCK HE SELLS CHEAP To consider about getting ready for fall. We have an excellent stock of Our Graniteware best and at lowest HANOVER CONVEYANCER . H. BEAN H. H. Miller Call and See Us. STRATFORD, ONT. CALL AND SEE HAS BEEN : To select from, DURHAM. 2 BUSY H. H. MILLER. is the prices. N BRUCE ST., DURHAM, NEW 0 brick house. 30x32; 2% storeys high: double cellar,_ cement floor in one half, furnace 1n the Other half, - le Under. neath. Convement to . Furniture Factory .. . Cream Separator Warks. W 111 sell Cheap to quick purchaser. The :wner i West. For further particulars fipplv to WM. LEGGE'i‘Th; June 14. tf. Box 92, DURHAM Jan. 25. ’06 ti. â€"â€"- - -_ â€"'ovv.‘.L, “.5. JJ R.. Bentinck: Building lot on Bruce St., Durham. Brlck house on Bruce St. Durham. Apply to Wm. Lewette. Rock' Saugeen. or John Lezate. Duriam. y ONTAINING 100 ACRES, BEING Lot 14,, Con. 4. N. D. R.. Glenelg, About 85 acres cleared, balance in good hardwood bush. Well watered, well fenced, good frame house. bank barn and imple. ment house. Good bearmg orchard. about twentyfive acres ploughed, four acres in tall wheat. Possessxon may be had after Mar lst. For further particulars applyto DONALD BEATON, Pro-1)., Jan, 20th, 1906â€"tt POMONA P. 0. Jan. 3. 1906.â€"tf U about Si; miles from Durham. aged title. Possessmn a}: once. Good land. Must, be sold. For partlculars apply to 1 of Saddler street in the Town of Du? ham, in the county of Grey, containin“ acres more or less. For terms and particu- lars applv to Aug. 4, 1906.â€"-6m. Being: Lots 10, 12. 13 and 14. Con. 22, (Hen- elg, and 50 acres adjoining. 450 acres in all. four good farms. On the property are three good barns and an extra good brick farm house, containing seventeen rooms. Hard and soft wa'er in kitchen, and an abundance of good running spring: water on the farms. Three good bearing of} ards, farms in good state of cultivatioi' with excellent grazing lands, well timberedl convenient to church, close to gravel road and within four miles of village and post office. Will be sold in one block or In separate parcels to suit purchaser. The proprietor, George Twamley. has purchas- ed land in the West and has decided to sell at once. Snap to quick purchaser. For further particulars apply to :IJ cessiou West of the Garafraxa Road. m the Township of Normanby, in the County of Grey. For particulars apply to J. P. TELFORD, Good large frame dwelling on George street. All monern conâ€"veni- ences. Apply to j 12 tf. MRS. J. W. CRAWFORD. ARK LOT NUMBER 13 NORTH 0f Saddler street in the Town of Dm. JOHN W. MCKECHNIE.EOwnex'. Aug. lst. 1906â€"tf. Rockv Saugeen P. 01 EING LOT 5, CON. 11, GLENELG, . .Containing 100 acres. On the pram rses rs a buck house, fifteen rooms, heated by hOt arrofurnace. Soft water in kitchen. never faxhn well of good hard water at door. Good aring orchard. Barn 50x50 wrth stone basement. Hog pen 16x30. Neverfallmg well at barn. 85 acres clear- ed. 75 m good state of cultivation. balance new land and bush. Fenced throughout mth cedar rails and wire. Convenient to Post Office, Church and School. on leading road between Markdale and Durham. Sold cheap to quick urchaser as proprietor 15 gang West shor y. Apply to W. F. KERNEY. on the premise _ P . 9. address, Waudby, Ont- Nov 13th, Ianâ€"til J. P. TELFO RD, Durham Feb 22nd 1W5 â€"tf\ A good solid brick two storey dwelling, alongside Presbyterian Manse property in Up er Town, Durham. Corner of Durham an Elgin streets. Seven rooms, pantry. closets, cement floored cellor. etc. Good airy location in good locality. Good frame stable. hard and soft water. one acre of land. Snap for quick purchaser. For further particulars apply to A number of improved valuable farms in New Ontario, near New Liskeard for saleâ€"large discount {of cash. Map of the locality and terms given on application to J. P. TELFORD, 7-18-06. Solicitor for Vendor. Oct. 17-3p. First class brick house on Queen St. Seven rooms, good well, cistern. fill" nace and other conveniences. Quarter acre of excellent land. Now occupied by Mr. Robert; Burnett. Win 5811 cheap to quick purchaser. Apply to JAMES FALKING HA )1. NOVEMBER 22, 1906 Dec. 2.â€"â€"tf. House and Lot F1 logs g A131); 05:15. CON. 1 TOBE AND bâ€"fiLLING IN THE ’ “11130 of Priceville. Apply to ma. E. J. Gm __ .OT 21â€"IN THE SECOND CON. N _THE_ GABAFRAXA ROAD- Good Farm for Sale. Normanhy Farm‘fnr Saie Park Lot For Sale. Farms for Saie. IN NEW ONTARIO. Farm for Sale. House for Sale. Farm for Sale. House for Sale- FARM FOR SALE. To Rent. J. P. TELFORD, Vendor’s Solicitor. Durham TO BENT. ROBERT TW'AMLEY, Crawford P. O Barrister. Durham. Cut this out and take it to PM drug store and get a free satq Chapherlain’s Stomach and ‘ Tablets. For biliousness and c .gation they are unequalled. 1Elfin-eye the appetite, strengthe , _ion and regulate the live: IRE-:1. l’ The presean were l1llnn’l'm} may, and Showed the estwgm in the bride and groom Were fluid. them. At six o’clock in the m1 sumptuous repast “as “11.01. which they Spent the. PP>L (.1. 2‘16 ingin various kinds of :mxuw 1:: 1 emus friends wish the your]: happiness and prosperity in the St. Basils Chmch. Oxvcnfiuam the scene of :1 pretty u'mLIi Wednesday morning. Nuv. TLh, MP- Thos. Shex '91} :mt‘: Miss 3 Mink were uniLcd in HIV I‘MEy ho matrimony by HIV Hm: I Shauggnesy. The bl'hlv. “21;, V! teuded by Miss )Izly Sin-WM} ~i4 theâ€"groom, was prettilv attixvc White silk blouse and gun suit hattomatch. Thchlnu'mlldl1 White silk blouse and nzwv hid With hat to match. The growl attended by Mr. Albert Mink, l: 0f the bride. After the ceremony the bride; mturned t0 the bridc‘.‘ hurl)“ : tincko Where about 12) 'fkh‘fl“ .‘ ix' f $15.00 Cash. The ladies may be Geo. H. Sti Biead, Cakes, Pie Do no: delav. Th‘ to-day. Map and full pa HIGH is be 00.1 p that actu.ili_\' am < 03ers. an unrivai‘ to get in on the. groan-i Iii ed possibilities as a money John S is so constructed that through it continually w Meats are roasted t by the old-time spit “it the constant watching Property in this disi investment and has beeti of Fort William local Ban professional men THE GURNEYcTILDEN - The Aerated 0v: the Souvenir can be see on no other range. Every Souvenir is absolute!; guaranteed by the maker: Limit Hamilton, Winnipeg, Mon and Vancouver. KATE COCH RA .JOVEMBER 22, 1. SHEWELLâ€"JdINK THE MO Syndi FOR"! Only thejbej cleanliness Price