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HomeMy WebLinkAboutThe Clinton New Era, 1886-10-22, Page 3. , ••••••• aiswiswwsloill`'7`• V.KHA.)7, DOT. 22i1886. ' • Some Studios 'Essen -Sid to oTosoh. or's .Sucooss. X/4e..T4inkister, of CiVon Model Shoot. Von following paper was read at the last kaiSating of the East Huron Teacher's Ae• • sociation, By etudies I mean particular subjecto of etudy, outside of general reading, which • the teacher ought to pursue and ;master, Osler to fit himself for a proper eblArge a his duty: It will not be noes. fisry here to prove that such study is een- tial to success. I take it for granted that e erieece has taught us that, in order to be truly successful ill our milling, vsa must continue to be students as well as teachers, r- Intellectual exercise is indispensible to in- telleetoal growth. The true teacher knows that both are necessary to good touchier, purpoee, than, is not to allow the advantage of study in general, buttodi- feitf attenticiu to, .and.anip'hasize the net cessity'of eertain sobjects of study, which, among the ' multitutleof set:dote elaiming attentioe, are apt to be neglected, and yet, are abeoletely essential to success. As 1 have eaid, the subjects of ;study upon hioh the Teeelset'irsaccese,- an -a -greater Or leas dere, depencle, are many. Books and the world around hina and within him supply the meterial.- In the selection. of •Some of these subjects he most be guided • .37 special circumstances,and the peculiar ueeds of himself and pupils. Theo:to whichi 'am about to refer are essential to the success of every, teacher, and in an circumstances. Without studAng them it- is possible that a teacher May 'attain to. • that stassdard of Emcees., which is.based oi the cornmonlyaccepted tests of public and • written examinations, Bet • there is a higher standard. than this ': .The noblest part of a teacher's work cannot be estimat- ed by seeli material. tests. It is his to generate mental power' .• to give such di • rection and impetus to the mind that ib snail continue to grow stroug, and flexible and self•relient, long. ' after the directing band has been withdrawn. ,it is his to• aid the cliild-effwrifttelid titswerti to. a useful and nate life., To give him ench com- mend of the 'forces within him, and -so to. assist in'their developMent that he may be • • • able to fulfil 'in the hitir degree, the greet end of hissexisteope..• Thatthis may successfelikaecoinplished it is essential that the. teachet stddy (1) tilidaelf, (2) hie 'Aviles -and (3) the- literis,___tufe of "h-itsso'• feasion. • I, liiglancing rapidly-at-theadvanta. g ies.0„ to be ganed from each.of these, I Shall , - reverse their ordee;and consider first smile . of the aids toauccess which may be secured •' from studying -the literature of our pro- fossien, . • Never before were sh. Many book e .on • °Ideation published, anclso many .educit- tional magazines, many. ofthemof rare ex- cellence. These Contain invaluable stores ' ofaaccu.mulated experience of .the. moist stieceisful 'educators ef pest and pr ' esent- time They are rich in! the product Of the • Mostgifted minds' that -have honored out, ,...-..„profession, They come to us richly laden . •With ikharvest 'Of results, - as-sUrpriaing aa. they. aSegratifying asid encouraging.; and • therinewarns to strive after like results. In them we may.Commiune. with -and,lin- : bibe the:spirit:a men andwomen actuated by the purest motives tied highest Inds.. In out profeesional literature we haVe...bi • ogrephies of Men' and women vrbsise lives have been conseerated•to. the cause.of edits. cation, whose rare:faculties:of mind and *soul have been wholly devoted. te perfects sing.that Beene° which hail for ite effect the • elevatitse-of-musrae-W-exatin et-thon fully study these ..no):t!, unselfish lives., without being made thereby, notonly bet-. teachers, but also better men and Tro- on.•Througthis study' we are brought hdeissthe. iefluence of the leaders and. =Alders of educational opiiiion.„ and into harmeny with the most advanced educe- , , tional tholight. and rnoVement of the -age. An interest is steadied in •the :educational , problem§ the.day... In atterePting. to solve these :thought is stimulated .and the • mind strengthened: Throughtthereedium, of ads; ational jOurnals,i teachers' become• sequated with one .another. They are,• . as it W, -brought:close togethev.' -Mang • eympiat st..-areawattened. • The atiMilluts am -with- fellow•Wiatkers. . in the • imparted,'A. sense,of profris.: •'sitinal lionor its fostered ; anda wholesome • ,feeling ofpride in the -professiod,ongen- dered. The teacher whe hiVeii his pkiiftir-; 'shin loves --to study the literature of his ; profeasion,and vice ,persa. - ' • . But I wish to refer briefly to two epecial. advantages that May :be gained .fromthe study of this subject. And in the fiat. placelet Me say, that it gives aright com ,ception et -the teXcher'S work.; This.ie an incliapinsablesondition -of good: teaching.' Too low a ccnception of duty, or none at all, are alike discustrous. And this is a. more common 'cause offailute then..we are • willipg, perhapes-tosidinit. 'Very many :.tettchers have too low an•icleal,-or no defi- • nite ideal at talf of their Work., The char- acter of their service ;kill. naturally es:wrote, • potid to -their ideel. It rimy -fair short. of • it. Indeed, ithaelmest Buie to do SO.. -It •will certainly nut surpase. it, •Writere of profeseional literature naie.endeavOredto educate teacliereep to a, just conception of the dignity and tesponeibility, of their WOO. The Most profound thinkers and successful workers in. out calliog'have created Vir us in our prOfessional:literatute an ideal of the teachers's work well worthy of thateful s 'study. ..Thoiigh their ideal is A lofty One, so lofty that, perhapesidet many.pf us -may, attain to its yet, we 41tuow not what grand results may be achieved, if we but aspire to it. Nothing less than a living, energis,. belief inflict importance sleddignity �f our work can sustain us, and eri"Couref;ve es to put forth mit best effort in :the face of the many cliscourageineets ive all have, in a greater or lois degree, to contend. with., .A strong life-giving faith in -the Ultimate . gond that Will redound to the individual and to the intien from our effort, not Merely when. considered collectively, but as individuals, is an important' condition of Specesaful teaching. It gives an hateg- • . rity ofpurpose; and steadiness of.aini that are of inimense value. It enables the teacher to 080 above and to look beyond • merely 4uperficia1 peewits, which are too often wrought for and accepted aa:marke of snoess, He is enabled thereby tole, • bor with the enthuiiasm of one who knewe . that hisreword is sure. Setnn one has , said that bit OM mikes a little child him,i pier for half an hour is a co-worker with Gad, The teacher labors to fit the child for the 'highest and most .endurino happi- noes whieh he is capable, by developing within him a truly noble inanhoods It, is , -this tonspiousness of working with God, • • for the elevatiim of the race, that alone can Ithadle and keep brightly burning with in ins, the tire of enthusiaem. In the second place the study of our professional literature is essential to hu. prevenient in our inethotle of teaching and modes of school management. Skill in these is indispeneable to auccess. The Education Department lies recognized thie fact in the establishment of our Training lnatitutee and Normal and Model Schools. However excellent the training in thtiee inatitntiona may be it inuet.of neeessity be very general in its character. A inethod that one teacher„unty use with success may fail in its application by another. Like- wise modes of procedure may be admirably, suited to one school, .4.4 not at all aeited to any other school. The best professional training that auy lustitution can aupply, must -be supplemented * by and slitauld stimulate the teacher's ingenuity in cou- • striictiog methods.aciapted to the. special 'circumstances of his own. situation. Even if the triethorla learned in these institutions! • wale adapted to every teaeher,and to every phaseof schohl life, he ntakee a greet tine- • take who imagines thati -there s no need for 'seeking tn..improve on theai, The Ult)St appruv-cd methorls-no-wire itot_these -generally in use ten or tifteen-yearrar.o, 7'7 And there is no doubt that in the years, to cold° there fllbe a similar minima, As in the past, teaeheti who do not .by the study of prefessional works on education, and educational papers, keep themselves acquainted with the lateet contributions of eminent educators, will be, and wttl de- serve to be, :spoken of as "behind the But eome honest teacher may fail to „make a ,preper eats of the 'experiences of others, slie read -what • seetna to be a .good method of teachiug some sobjeet. Li the written presentation of it question -and answer. harmonize most beautifully, end the results •arrivedat are. most satisfactory, fle.resolves to give it a trial, and forth- with teaches. the orne 'Neon as nearly word for word, as the answer. uf the child- ren will pernift..- And. it is :Must distress. - jug' how perverse children 'yeti be in a:uswerine• at. 'such a time. . The, lessen •as we miiht eapect, a failure: The method. is coodecuned,Ferheps half a .dozge methods of-Leachinolse same,seisbjectare. 113. DO wonder that the teacher turns -away in distrust from all dew methodi.' It very rarely will happen thet apy lesson, intended s a model, will be applicable ender a different set of cir• qtt OMNI n ci3s, Withou t-c(inaideribity %herr,- -don: Indeed, -in-,-nearly every case, the- lrork--of an'other will be found to be merely Suggestive; It is. chiefly. valuable in that it les.da a teacher. to inspect his ewe Work more Iclesely,and atimplates.thought in originating' better inethodi„ • But. suppos- ing that a inetliediecommendaitself .to a teacher As woithy.of trial,. he alto-uld first :of all examine andanalyie it, to grasp the priudipies ituderlying.its application. When 'he has nriade,them thoroughly his own, he should make siichaltetation ik the details as he Indy think necessary for its asucesisfal application bji.hitnself in his own Winer: There he abould apply the Method in 6s:tithing, not the same lesson, 'but one- similar.to that 'on the printed page.. •For. example, the teacher reads •a:lessami •on' the physical geography of Manitoba. .Now,.. instead of getting the run of the questions and anaWers, and making a ver bal& apt plication of lb, he ahoUld. get .haffillif the :mode Of treating the Subject,..and then. ; proceeed to frame a hisaoe ou -Ontario or; 'Qiiebec, arranging the details:to thii hitt barn ptipi t.h. and the, different eharacter of „the province. • .1„• "-Hite siiedhr- the the way I,haVe indicated, the teacher not , only renderri iiioro effeCtiVe the :ineatm "whersby he is to accomplish the porpories nf education, tint bacoinits 'ing new Methods. :Mr. Fitch, in ad.vociit• hag- the study of method, and meeting the objection that such Andy will have a tens dency to render teaching stereotyped and lifeless; says, "Is it the effect °flood pro feseional trainip,„.0.in 'medicine orin-law to- -prOdiice : a hurtful nnifermity .either in .opinion : or • practise? Is it not, on the • contrary, time, thafthe. most original the-' thOda of.prode.edurey,the-mosdiriiitfal new- • -spe.culations- come precuielY from the men who have bet studied the p_hilosophy of -their own ispecianTh'i. -and.who know best what has been thought thought and dee° by• other worker's in, the seine field?. *SO in teaching, the freshest and most ingenioue • methods originate withihnse'mensand men who have reed and. thoright 'moat about the r0tionale of their art." . 11... The teacher Should study his Pupils, sIsiasrlieare---thatrwe-eres-altready to admit,' •in -a general way, the rideeissity of studying •our pdpils: But i•--:•veirifinch-• fear -that -the full- significaneis or this important duty is not always recognized. Even diity in thistrespeet were, hilly recegiiiied, it iS Mit always ecielof -performance. T 16 is sometimes very difficult -to understand the character of a cilia, •It requires seine akin t� distinguish the first tinyleaf of the beautiful flower' from that of the.uegainly weeds.: When both heaVe .atteined to 'ma- turity it easy to make thes,diatidetion: SO is it difficult teferin acorrect estiriatite of the earliest, .manifestations .of the in- fold leg littellectual and moral life of the. child, It is easier tb:read character. after It has attained tia,sotne dere of matnrity, Bet difficult thougli,the duty may be,it is a duty, theimpostance of.whieha moment's consideration of the nature and• -•Object ofs 'educatinit.will render very apparent: •. The pupil is the real Material upon which we operate, and eiiishigheet aitn ihould be to fashion out of :mph Material as is laid to. our 'band. the verybeet type of nianhoOd or Womanhood of which its capabl.. The teacher, is - unweethy of the minus who studies:hie pupils metelY as *so_ imubh. -Material out of which he is to carve suceess for himself. I shall Use a too familiar ex,• ample of what is sometimes done, to illus- :trate *WI mean, rindiet onr-own.-edn';: sciencee aennit or condeinn tis. .. We all know that a teacher's success is 'almost -Whelly estimated on the results of exami, ,natidn, Now,, if a, teaehet, in orderto • pass a greater niimber of pupils, lamas- to "eranirning;" or any other means detri- mental Ati, true edocation, and henoe to the well-being of the pupil, I Say he is de, • void of the trueteaching spirit, and on - faithful to , the trust committed to his charge. And do not teachers sometimes study their p U10118 Simply att.a matter of' policy,. to discover the mode of treat, •nient• that will secure 'to themselves the greateht amount of popularity, and, the favor of the Most, in fluentiel parents in the section, being wholly indifferent the real Welfare of the ehildren ? And not some teachers oven study their papilir from »Ohigher weave, and with no other end in view than to discover whether it is ph„thilblos to "stuff" theta with facto enough to pasa an examination 1 'rhos° who hold forth the hope of sinews are eubmitted to A process ut mental going ; while those who hold • out no hope are turned over to the cold shades of neglect.' It is difficult to say which suffer the inertia ain inclined to think the former do. Li studying his pupils, the teacher should be, prompted' by love, and a desire kr their highest present and future good. . The teacher should know his pupils personally ..tiod thoroughly; • Bich child should be made a subject of special study. Fie should.acquaiet htinselfas far as past- ble with the history and the home of each; with the influenees that have operated and have and are now operating on the forma- tion Of his character. it is not enough to know what the child is, Be shoeld know what 10e11e14111 what he is. Without this informatioii the teacher is pOt-,1n the best position. to proceed auccessfully with the intelleetual ,and----mertil training of the eliild. Eapecielly is this true of the worst of -our pupils, of the bad bops and the "blockheads,"4 bed boy is not always naturally bad, nor isa dull ^ boy. always Asks has to be spent in waysl'a°•441,Y. coenteracting tendencies received.at home and elsewhere: Ilrileris we thoroughly tie- derstand the pupil iind can, form A correct, estimate of the tancl9ticies---atia'-reqUire" meets of his nature, we are unable to de- cide what means to adopt to meet these • requirementa. No skilful physician would begin to treet a patient, withOut making a careful diagnosis of the ease, . If, through* carelessness in this respect, injury should result to the •bodl, he would: be held re. eponsible, and rightly.so, Let us be Care. .ful lest, throng!, Binder carelessneas; we' destroy the beauty and usefulness of the mind: This thorough per -sons' study is equally necessary in order to know the results of otisteachieg. Such aitudy implies.4 groat deal More than Merely examining obt pu- pils to discover how 'much knowledge they have acquired. This is the „least .of the objects we should haVe in view. , Our :real object should be to .kutiw What effect °Lir teaching has upon the mind and char:-, -actee-s.-to--discoter--whiatlietsli desire for knowledge is being. created, and whether the oupacity fee reciaiving•-and assimilating .it is being.engencierect ,; 0 know Whether the mindis gaining. in power..to contend with •and,overcouie difficulties s whether proper-tasturaresheintenitivatedasaird-crre, reothabitssof-sheagittaa-n-d:aetion-forme toknoiv: w. healer our teaching and influence are producitig.:greater respect for truth and honor, a more wholesome .regard for' the right% of others, and a more 'profound rey- ereuce for God,. the creator of all. These, and miinFother results, the faithful teacher expects and is ever looking for: • -• • • How , tuany teachers complain :of. the, monotony of teachinie;. "Duty presses' bit the heels -Of -sluty-'111-i- dlties-Cliele:"- Btit I venture the .opinion that the teacher who is thoroughly im need with asienskof the eublirne,elniracter of his work; and of the nuiterial noon whidh he Operates, who is heartily in sympathywith child' nature (and he has norightte, teach, who'is not). dOes• not find teaChing reenotenoui. In observing•and utili2iug thevartous.• mani- festations of ' the .upward! striviegit of the mindanclumulstowards a higher state, of being, 'there is all the yariety.of life. Such O teacher enters hie schoolroom eachday expectant•and eager..t° witness the results' of his well- meditated plans to giVe greater strength :end beauty to :the mind s and character:' It is his delight to be atnotig is-pupile.,Ale-Watches-eyer-eYorY--child- With a peculiar, losinginterest. He seeks to win :the confidence and love of each, Oat he may the in'ore successfully "Allure. to brighter worldeaild lead. the Way:" • havesaid that many teachere have. topless a•conciatitio,n of' .their work. We, are equally in. danger of undervaluing our pupils, and • siensequently- of ignoring • the study .of them... We are, I think, not eo conscious' as, wermight"to - be of the . in - /Joanne even a cbild'hataiti the.comMunity, and of the immense poeisibilities•for .good, or Ohl in the feture, which 'are . wkapped hie. • President Garfield said -that. he felt like saluting every; boy he AO, for he did not Itrittec -what -pcssibilitica wiight be buttoned mi under- his, shabby -coat.. Every teachershoold be animated with the same feeling... If Would inspire a rea- peat- for.our.pupils that is often sadly lack- ing.. • Were we, teachers,:imbutd,trith thie .feeling asswe Might to be, with•what• rev-, ereects woUld we -approach the poorest, and even', thelowest of our•pupilkand seek, humbly and lovingly, by removing obstaeles and by judicious, help; to render .more possible the pesaibilitiee for good, and to destroy these that 'promise only The tendency. of *the honie. and the school train- ing too often is to destrey the child'ebellef in hinagelf. , He. should be Made to .feel• •that, he is of some value; that .the .happi. nese,. the Comfort, aqdthe general .svolfire ,of thelonie, the -school, mid the.Cornmunt ity do in -s, great- measure depend: upon WM: Thevales) of the child cannot be over-estimated. In it the brightest lioness have cientere ; open it the 'fondest love ;11.48 been lavished; forat the gresitemiiii and ',hardship have 'been.endufid.,:r and around itclu.ster the most tender toolfee- Hone 'of millions of bereaved hearts. The Value of the child.; the whole 'universe is, not to be Ceinpered to it. God's beat gift to man was in the'perisod of a little child,. Upon ,lit lie • has impressed Eis - own image, • It is the *noblest work of -.Clod-. It is, therefore, worthy ,of out profound study:. . . • We should rensernbar, too; that there are qualifications indispensabka • to success,. which this•atticlY alone can 'give. It will,' as I -'have ileitis make us acquainted with child nature, without Which, we labor,in the dark and by. chance, • Bat it;will also aiv.aken,ourbts nipathy, Command our love, wirdeirifirtilb our zeal tis no other study can. Let us' . then, cagily ourpupils that tve may• teach them successfully, Duty demarichr• it, and they are worthy of it,. 111, The letteher shoold' study ,hiniself Self-knowledge, and consequently self.study, is essential td 8.1100eas in any sphere of life; It is especially neceseary to aim, useful tetiehing: As ritchisaye, WO teach not. only by what we say and do, but very largely by what we. are, Besides teaching the'subjects on the• school programme,. for which we make' special preparation, we constantly todeli by out ehataeler and ex- ample lessons equally important. Indeed,' • this silent influence of mind upon mind uneonseiously exerted by the teacher, is more powerful in forming, youthful °lianc. tors than nil instrustion in apeeiat aubjeets. There is an unseen subtle stream f infla. turnover (lowing front tho teacher to the pupil of mighty power in moulding hie character for good •or evil. Whether .we deSira it or not, our cheracte swill be jai I:loused upon our pupils. Our habits of speaking and acting, and even our habits of thinking will, through time,become theirs. Allow me to quote again from Presideut Garfield, He any% in speaking • of the power of influence : 4'It hat long been my opinion that we are all educated, ehether children, men, or women, far more by personal inflnence than by Woke arsd the upparetue of the school room. The privilege of- setting down before, a great, clear-headed", large.hearteci man, and breaking the atmosphere of his life, and being drawnlip to him and being lifted up by him, and learning his metheds of thinking and livinF is,in itself an enormone educating pawer.., What 1 wishparticul- arly to say, in connection with this matter of influence,is that we are just,.as resporisi- ble for these silent impressions uneousci, °may enninunicated, as for the lessees we • intended to took." A aonSe t this reopen- aibility 4(414 tetici us to atutly: ourselves, that we way know what manner of men and women we are. Our motives, thoughts, and actions, our Whole °hesitaters, should herezamined and: analyzed, that by learns ing-our defects we may be ahlsto °Mande in ourselves- the intellectual and,moral excellencies We desire to develop inothers, ahoulcl remember' too, that our respon- eiblity is not confinedto the school room alone. • Our influence in the schooltoom depends in -no slight degree on our conduct out of it. We should be constantly asking oettielies what influence this or that action or m•orle of proceeding will bear on our pupils. I would lay this down, too, as a onstant rifle of action ; '"Whon failitte in any part of your school work occurs, look tint to =yourself for the cause." And 1: venture -to say that in nine cases out, of ten you will find it, before proceedingany hither. This is the conclUsion 1 have come to frOrn observing the canoe of fail- ure in others, and from an honest endeavor to disebver the teal cages of my own f-sAiille 'rerat Tishou41 to method in all study. ,Method Is. as necesasry•in self -study es -ie any other. It has long been my practice to re vie w the_prOceed 03.--of-eaiih--d a ra its ciose'and form an estimate Of the char - tides. et the work done. I examine, espe- cially, my 'Own 'motives, fileliugs, 'ections, and -words „in.relation to all theinterperse I have had with niy mils,. collectively and individually ; and consider, from a p u 's-pointsbf-sviesierserarreltassfroormar ow ,„ seleateitilluen ce-my-managern ant would have upon .the. indisiduet end Upon -.the Whole echool. To be sure, great Vigilance is necessary during the day; but.this is not enougli. We should have stated times When we coMmune with ourselVes slime And. the knowledge that wgshall be balled upon to approve or disapprove ef our -cooduct. before the bar of our own conscience,yvhen the judgment•is clear and •thatemper. un- rufliedriein-itselta-governing lestver of rio small' value. I cen recommend this Plan-, feeling sure that if honestly fello•wed not many of us would find snitch rename for self-ptide,and that we all would gaiu in self-control. • Above all, leb is seek to cultiVate true nobility of•raied and charac- ter.: If we snake the'fotintain pyre, thes stream ef infleesicennist be. ptiro and in+ vigorating. • "Taw:must be true thyself, if than tile truth would'st, . , tedch . • Thy Soul mist overflow, if thou anothersoul woUld'd reaeb ; - , • . .• It. needs the overflow .91 heart to give the lips free • Think trLlly, and thy thoughts shall the werld's famine _, feed; speak truly, and emit word of thine shall be'a truth- ful seed;- ' • • -Live-trulyrand-thrlifellralth 5 area an no e te,C.x9e,V,Zi ' , Anviez TO11/0ftiall..1—.A,re you disturbed These Geods are • at night, and broken of your rest by 'a. sick- •" • ' ' ehild suffering and crying with pain �t Cutting . • Teeth? • If so send at once and get a bottle -of ," Mrs. Winslow's Soothing Syrup" for 0.hild- ren Teething. Its value is • incalculable. It will,relieve the poor little sufferer immediately:. Depend upon it, mothers ; there is no mistake about it. It cures Dysentery and lDiarrhceri, regulates the Stomach and Bowels, cureis.Wind Colic,sefteeathe Gums, reduces Inflammation, and gives torte.iud,energy to the whole system. "Mrs. Winslow's Soothing Syrup," for child- _rOn teething isAileasant to the taste andiathe -prescription of one. of the oldest and best female physicians alai nurses in the United States,_and_ is Orsale by all druggistnkeugatut the world. Price twenty -Eve Cents a bottle. Be sure and ask for" MRS. -WIRSLores,Sonsinso-Srittp," anditake no other kind. • 20-p9. ol Columbus Watch BefoTe :buying any other. FOR SALE ONLY 13 ROB. W.- COATS, CLINTON: :OUR PRE. AT SPFOIALtY IS ILLINERY 411 In this department all the Late4 NOseltiee May he forint]. We ure, now very busy in the trimming departalent and our eustoiners would ison,0 A .great favor. by LEAVING. THEIR ORDERS li:ARLY,/ in order that no Min rimy be • dieappointed, and. that all may have their. goods reedy when needed. See Our stock of Plus -lies, Velvets, Ribbons, Cheap Kid and Cashmere Gloves,. Cashmere and ,Wool- len Hosiery, Fancy Woollen Goods, Grey Flannels,.; _Winceys;_Nelf anclBoys' Underclothing at very . Low Prices.to clear - is•'• .. • • 111=1.1k _ . • Bargains in rock ry WE ARE SELL IN G UN] TRON$T0.1.4. CRINA TEA SET; 4-P-ieces, for-$2:25;--Regular—Price, STILL on air TRACK • The subscriber begs to ruturn his sincere thanks to all who have so liberally patronized him during'the peat three years, and to inform thernthat he is stillpn . _the traCk , • • 'HURON ST., CLINTON • Witl . a full line of FLOUR FEEDAVEUTABLES Of the bet qualities, which he will sell atthe lowest reniunerative price b OA who may favor inm with a call. His stock includes FLotm, 0110,P, SHORTS, BRAN, 0A.T8, ,PEAS, HEN PEED, ORAHAM rLoun, CRACKED WHEAT, GRANDLA.TED :ROL- LER, and STANDARD OATMEAL and CORNMEAL, all kinds of Vegetables, nartREZ slat*, all of which, I will sell for cash or coarse graina. BRAN, SIIORTS and FLOT.,7.2 by the ton or cwt., and everythingfraold' at mill prices. All artie1e4 delivered free of charge within.the corporation. Mymotto will be "Good -goacig, just weight and one price." • ^ THOS. WATSON, Huron street, Clinton. • GOOD NEWS. •FLdUR DOWN ' BEST ROLLER FLOUR, $2 per 'cwt. LOW.GRADE FLOUR, $1.50 per cwt. '11 • . . • Will, tairoany kin -Lief -grain 111 ' -exchange.. . • - i44;.-ros, sT.Enr, • C I, IN T o N. sters T ORODEFIICKS.. 'Oysters Served in the latest Style!, also in Enlk and Can, direct from 'Baltimore, - Guaranteed alway Fresh. :BEST 50. CIGAR IN TOWN: Chroieg,..Lot or PIPES, °IMAM Mad (waybill tor CONMCTIONnall and ritITIT, lianopnnzcim's., am.ncs,,Nntoc„, ItCY:011 SVG4:.T. CIANT0X, Strictly fii•st-eless, and are the Cheapest ever•Oilered in Clinton: • Call and see them. os. ooper CLINTON. . n Great Variety ots CHAS. CARLINE, COMBE. BLOCK. CLINTON entral roce .r2. rIfft:0:1013'S Cold 8taatid..... The subscriber • has bought out the Stock of . Robb, consisting,. of .GROCEitIE§, CROCKEIIY GLASSWARE Szc. % Which; being bought at iOW-nttee, be iC enqbled.to offer at the very 'closest prices Patronage 'respectfully w1icitl; All odors promptly filled. Room to let. H. a WALKER, —CLINTON; . ew GENTS FURNISHING STORE • .GE0.' GLASGOW HAS JUST OPENED, OUT .A New Stock of Gents .Furnishings, Which he Will -sell at Reasonable 'Profits, His stand is .at the Leading Tailor , House,.Opposite the Post Office, Give hi& a call.- •.GEO. DUNN'S BAKING OWDER THE MOICS. BEST FRIEND VOR SALE. • FRST-CLASSflJCK STORE,. sulobie for any businos, in:. Fiettriell Block, on,. • Long. 'rem ot Credit. .A.1s(i One- Dwelling Muse, veterans situated. Foy okriiiwiars imply to W. C. SEARLEg. CLINTON.