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THK GWINNETT HERALD, )
THE I. AWK K NCE VILLk' nEWB, . CODSOl id&t6(l JdD. 1, 1898.
KiMbliKtisd In IH*J3. >
Getting Ready For 1900!
That is What Rutledge & Clower’s
Spot Cash. Store is Doing.
We try to do an up-to-date business, and
in order to do this we have to take stock once
a year and then cull out all out-of-date and
broken lots of goods and close them out at
some price. The last of December is stock
taking time, and we are going to have the
closing out sales before hand.
NOW WE FIND THESE LOTS TO START WITH:
125 Youth’s and Men’s Suits, former price (PC KA
$3.50 to $lO, price now $2 00 to t|)U.Uv
100 Boy’s and Men’s Negligee Shirts, old price
35c to $1 00; now 25c to
50 pairs Pants; regular price 50c to $2 00. We (P/J £A
offer them now at 35c to ipl.t/v
100 pairs Shoes, Job Lot, to close out at Some Price.
5 dozen Men’s and Boy’s Hats on the bargain list.
20 pieces of Jeans, more than we want, and we are going
to sell them.
12 Good Stoves left which were bought before the last
ii§e, and will be sold at the same old price.
25 boxes of Tobacco to sell by the first of January.
Hello! Yes, here is the boy now for our ad., and we
can’t tell you any more now, but will say that we have lots
of nice goods, besides the above lots, to show you and will
make prices right.
We want Corn, Peas and other produce.
We want 50 bushels of nice White Peas, at $1 00 per
bushel in trade, at once.
Rutledge & Clower's Cash Store,
Lawrenceville, Ga.
C. A. WATKINS,
Blacksmith, Machinist and Woodworkman,
Lawrenceville, Ga.
Repairing of all kinds. "W ith two forges, and mechan
ics with a thorough knowledge of their business, we are
prepared to do all kinds of work in Iron and Wood on short
notice. We have a machine for sharpening gin saws, a
cutter and threader for working over iron pipe and boiler
fittings, and can save you money on jobs of this kind. Old
wagons, buggies, carriages, etc., made good as new. Horse
shoeing a specialty. Give us a call—satisfaction guaranteed.
BUILDING MATERIAL.
DOORS—INSIDE AND OUTSIDE,
SASH,
SIDE LIGHTS,
BLINDS.
MANTLES,
FLOORING,
CEILING,
BASE BOARDS,
CORNER BOARDS,
DOOR AND WINDOW FRAMING,
MOULDINGS,
LATHS,
SHINGLES,
LOCKS,HINGES,WINDOW WEIGHTS, ETC.
All material complete for building a
house. Atlanta prices duplicated and
freight saved.
J. A. AMBROSE & CO.
Lawrenceville, Ga.
JACOBS & WILLIAMS,
TRIP, GEO.
Our spacious store room is packed lull of Jeans, Shoes,
Hats, Stoves, Furniture, Clothing, Ladies’ and
Gents’ Underwear, and any and everything usually kept
in a first-class country store, and must be sold.
No Catches, but everything sold at closest living prices.
Just received a nice line ol Ladies’ Capes at all prices.
They were bought with care, and we guarantee to delight
even the most fastidious in prices and duality. Come and
see them— they are beauties.
Bring us your cotton; we are preprrad to pay the
highest prices lor it.
Bring Us Your Barter.
THE NEWS-HERALD.
TEACHERS’ EXAMINATION
FOR 1899.
Inasmuch as every citizen of
Gwinnett county is interested,
either as a patron of the pub
lic schools or as a tax-payer to
support them, the last oxauination
of the teachers, together with the
answers as prepared by the editor,
is given to show the literary re
quisites demanded of the teachers.
PENMANSHIP.
1. Name three points to be con
sidered in the selection of a system
of penmanship.
a. Ease of writing.
c. Position while writing must be
such as will not be injurious to (1)
eyes, (2) shoulders. Whole body
must be: Easy and Healthful.
d. Speed attainable.
2. How would you criticise the
pupil’s work?
1. Let corrections be specific.
2. Bring out contrast between
student’s work and models.
8. Illustrate on the board errors
and methods of correction ; forma
tion of difficult letters; correct and
incorrect proportions; points of
beauty —essential and non-essen
tial, etc.
8. What are the essential points
to be observed in teaching pen
manship ?
Position. Form. Movement.
4 What, are the opportunities,
in general school work, for teach
ing penmauship ?
It cannot be too forcibly stated
that practice iu making correct
j forms is necessary iu all written
work, and not merely at the writ
ing period. We cannot teach or
learn to write speedily by using
correct forms at scheduled writing
periods, say two or three or five
times a week, and incorrect forms,
movements, positions, etc., at all
other times. As far as possible,
have all written exercises iu the
•‘style” taught, and insist on a
proper position in all wntiug done
in the school room.
6. Describe the essential fea
tures of good board work.
The teacher whose board work
is uniformly neat and legible will
generally have a class of good
writers. Characteristics of the
teacher’s work, good or bad. are
reflocted in the class.
Boad practice for the class is
restful, and is commended.
7. Name three things that pu
pils shoul strive to attain iu learn
ing to write.
(1) Uniformity.
(2) Good proportion.
(3) Speed. Write well.
8. What is the best movement
for beginners ?
The finger movement.
9. What is to be observed in
grading work in penmauship ?
Grade according to improve
ment, general conformity to good
forms, correctness of position in t
class, and ueatnes of work.
10. State iu not less than ten
lines, how you would impress upon
pupils the importance of acquiring
a good style of penmanship.
Answers differ.
GEOGRAPHY.
1. How can the pupil be helped
to understand the language of the
Geography book ?
In order to give reality and
meaning to what the child studies
in the geohraphy book, call up bis
outdoor experiences, for illustra
tion and explinatiop. Relate what
he already knows to what he reads
about. Skill in doing this evi
dences the tiue teacher. Read
Page’s Theory and Practice, p. 296
to 8 ( Phelps’s Ed.)
2. How are progressive outline
maps easily made ? How used ?
Learn the use of progressive out
line maps. You can buy these, or
made them yourself easily. Draw
the county on stiff pasteboard, cut
it out along the out line, and then
the pupils use it for quickly draw
ing their own outlines on sheets of
paper, The idea then is to put in
to the map the geogaaphical fea
tures as these are studied day by
day. Pieserve and display the
best of these on the walls.
3 Why have the pupil to locate
what he stgdies in History ?
This ought ro be a standing re
quirement in history teaching, as
well as in such reading lessons as
require it. The habit of locating
| what is reed, whenever possible,
will teach your pupils more geog
raphy after awhile than you can
! possibly do now.
4. Why omit many of the map
| questions in some Geography
books ?
Usually there are entirely too
many map questions. Most of
I them are entirely destitute of sig-
LAWRENCEVILLE, GEORGIA, FRIDAY. DECEMBER 8. 1899.
nificant or interesting information
for the child. He does not remem
ber all these; he ought not to do
it, if he could. The details in
geography you have yourself for
gotten ought to be a hint that the
children will also forget them.
Why waste time upon matters that
neither enrich nor discipline the
mind profitably ? As a rule, it is
best to have the map studies di
rectly in couneltiou with the de
scriptive matter, and following it
as a special review.
6. Reasons for teaching Geog
raphy topically ?
As soon ns possible, the class
should settle down regularly into
topical study and recitation upon
geographical subjects; because (1)
it throws their knowledge into or
derly systematic form, (2) pro
vokes independent investigation,
(8) brings all the old geography
books about the home into service
and (4) developes in the child a
sense of completeness.
6. What is soil ? Five natural
agencies that make soil ?
Soil is a mixture of decayed or
ganic matter and pulverized rock
waste; or soil is a mixture of sand
and clay (usually and mainly)
and decayed plants and animals.
Soil-making agents: Air, frost,
water, plants, animals insects,
earthworms, etc.
7. Causes of the change of sea
sons ?
The inclination of earth’s axis
to the plane of its orbit and the
annual revolution of the earth
around the sun. A concurrent
is the earth’s rotation upon its
axis.
Locate defiuitelo: —
San Francisco, The Hague, Rio
Janeiro, Cairo, Johannesburg, Cal
cutta, Damascus, Pekin, Mel
bourne.
San Francisco, western part of
United States: The Hague, west
ern part of Netherlands; Rio Ja
neiro, south-western part of Bra
zil; Berlin, north central Ger
many; Cairo, northern Egypt;
Johannesburg, southern Africa;
Calcutta, eastern India ; Domas
cus, northern part of the Holy
Land, Snria; Peking, eastern
China; Melbourne, southern Aus
tralia.
9- Bound your home county ac
curately.
Gwinnett.—On the north by
Milton, Forsyth, Hall and Jack
son; on the east by Hall, Jcakson,
and Walton ; on the south by Wal
ton, Rockdale, and DeKalb; on
the west by DeKalb, Miltoh, and
Forsyth.
10. Name three foreign coun
tries in the latitude of Georgia.
10. Morocco, Algeria, North
.Tripoli, South Palestine, China,
Afghanistan, Thibet, Persia, South
Japan (Hondo,) Asiatic Turkey.
ENGLISH GRAMMAR.
1. How does a clause differ from
a phrase ?
A phrase is an element consist
ing of a preposition and its object.
A clause is a part of a sentence
containing a subject and predi
cate.
2. Write a complex sentence.
Name the connective, and tell
what it connects.
Pupils who study will learn.
The clause who study modifies
pupils; therefore it has the use of
an adjective. It is seen that a
relative pronoun is one used to
connect an adjective clause.
8. How would you determine
the case of a predicate noun ?
5. A predicts noun is in the
same case as the word to which it
relates.
Give example of (1) an apposi
tive, (2) a retained object.
In apposition; as, I spoke to
Misg Davis, the teacher.
Retained object; as, He was of
fered a position.
6. State (1) part of speech and
(2) constructiong of parttciples in
the following: Before returhing
home he had his watch repaired.
Returning is a participle used
as a noun, in objective case after
preposition before.
Repaired is a participal used as
an an adjective, modvfying the
not watch.
When a teacher applies for a
school, some patrons seem inter
ested only only in who he is; but
others thoughtfully ask, “What
can he do ?”
(The remaining questions refer
to preceding sentence.)
Classify the sentence (1) as to
.form, (2) as to meaning.
6. (1) compound, (2) declara
tive.
7. Give the dependent clauses,
and state how each is used.
When a teacher applies for a
school; adverb clase, modifying
seem and ask.
Who he is; noun clase, object of
in.
“What cau he do ?” noun clause
direct object of ask.
8. (1) ask and can do, (2) sefm
and is.
9. Give reason for each mark of
punctuation.
There is a comma after school
because the adverb clause is in the
transposed order, a semicolon be
between the two independent
clauses because their parts are
subdivided by the comma, a com
ma after ask because a direct quo
tation not formally introduced is
proceeded by the comma; quota
tion, an interrogation point at the
end of last clause because it is a
direct question.
10. Give (1) part of speech, (2)
case (if any), and (8) eonstrnc
of of woods italicized.
some—pronominal definitive ad
jective, modifier of patrons.
only—adverb, modifier of the
phrase in who he is.
who —(indirect) interrogative
pronoun, nominative, predicate of
is.
but —co-ordinate conjuntion,
connector of independent clauses.
what —interrogative pronoun,
objective case, direct object of can
do.
SPELLING.
1. What three things are to be
learned about tbe words in the
spelling lesson ?
Their forms (spelling and pro
nunciations —eye-forms and ear
forms); their meanings, and their
correct use in sentences.
2. Which of these is commonly
neglected ?
Meanings and uses are common
ly neglected.
8. How can you make spelling
directly serviceable to the p#pil
in learning to road ?
Have spelling lessons mainly in
connection with the reading les
sons the first three years, and
have new or difficult words in the
reading lessons spelled before the
reading begins throughout the
course,
4. What is the best way of get
ting pupils into the habit of using
the Dictionary ?
Call for the meaning and use of
all new or donbtlul words in all
lessons —in illustrative sentences,
say.
5 What is meant by phonic
wcrd-buildiug ?
Listing words that look and
sound very much alike.
6. What are the uses of phopic
word-building ?
Makes him independent of the
teacher. He can call the new
words for himself and by himself,
because they look and sound so
much like the words he already
knows.
7. What does the pupil learn in
sentence spelling and dictation
exercises ?
He learns English forms in con
nection with spelling—that is,
capitalization, punctuation, etc.
8. State three results of Diacrit
ical drills.
Aids the pupil in articulation,
spelling and reading.
9. Mark correctly and complete
ly the pronunciation of the fol
lowing words: put, adult, for
ward, ate, fortnight, against, hoof,
recess, tassel, area.
Can’t print answer.
10. Spell the following words
correctly, if wrong: Skane (of
thread), gage (measure), coutrole,
eyeing, distil, untill, seige, legable,
stationary (paper, envelopes, etc),
numskull.
Skein, gauge, control, eying,
distill, until, siege, legible, sta
tionery, numskull.
theory and practice of teaching.
1. State five native and five ac
quired qualifications of fitness to
teach.
Five native qualifications—ln
sight, Sense, Sympathy, Con
science, Courage. Five acquired
qualifications—Acudomic, Schol
arship, Psychology, Pedegogy,
Methodology, Thoughtful expe
rience.
2. How can teachers damage
the bodily health of pupils ?
The teacher is in a degree re
sponsible for the bodily health of
the child. It is well established
that the foundation of many se
rious diseases is laid in the school
room . These diseases corne gome
times from a neglect of exercise:
sometimes from long confinement
in one position, or upon one study ;
sometimes from over-excitement
and over-study; sometimes from
breathiug impure air; sometimes
from being kept too warm or too
cold.
8. State some valuable habits of
study to be formed by ihe teacher.
Unless the teacher takes care to
furnish his own mind, he will
soon find his present stock of
knowledge, however liberal that
may be, fading from his memory
and becoming unavailable. To
I prevent this and keep along with
every improvement, he should
regularly pursue a course of study.
I say regularly, for in order to
accomplish anything really desir
able he must do something every
day. By strict system in all his
arrangements he may find time to
do it.
4. What is the ohief thing to be
aimed at in conducting a recita
tion ?
The main business of the teach
er is to get the pupil to teach him
self.
5. State five of Page’s conclu
sions about corpoial punishment.
Appeal to the rod deliberately
and conscientiously—as a last re
sort. The rod should uevor be
used in anger. Corporal punish
ment should be indicted publicly
—as a rule. Corporal punish
ment should bo so thorough—short
of cruelty—as not to need repeti
tion. The rod should not be used
for trifling offenses. —Arnold.
0. Reasons for having nature
lessons in our schools ?
That a child may bo reverent
und up-ward looking, and that he
may come to kuow himself as sub
ject to eternal laws, we would
have him study nature. The im
mediate ends in view in nature
lessons are observation,knowledge,
expression and enjoyment.
7. The two aims in language
lessonß ?
First, the getting of thought,
and second, its expression.
8. The three purposes rs Arith
metic study ?
Knowledge for daily use, knowl
edge for foundation on future
study,and knowledge for discipline,
should be obtained through the
lessons in arithmetic.
9. Three seat-work directions
upon the Reading lesson ?
Copy sentences from the read
ing lesson. Iu such copying in
sist upon neat writing, careful
placing of capitals and punctua
tion marks, and look to see that
each succeeding line is better tbun
its predecessor. Prepare cards
containing picture* and drawing
of common objects, as box, ball,
top, fan, and require the child to
copy the pictures, writing the
word underneath. Memorize and
write from memory a paragraph
which is worth committing to
memory.
10. The three purposes of the
Recitatiou?
The teacher should approve
neatness, endeavor, spir.t of the
work, obedience to instructions.
Quantity should be the last item
to win praise. . Accuracy and ad
herence to the ideal should be
praised before dispatch. The
work should be as rapidly as pos
sible, but it should be done well.
history.
1. What are the purposes of
teaching History.
To stimulate patriotism. Love
of country is the citizen’s first
duty; by it is honorable history
made possible, it is the motive
power, the soul of national exist
ence.
To teach the onerous but imper
ative duties of citizenship.
To develop worthy ideals. The
teacher must realize the value of
an ideal to an expanding charac
ter.
To develop the love of excel
lence, the determination to find
the best and do it.
To develop the Memory. Sta
bility is closely dependent upon
excellence of memory, forgetful
people are rarely wise or success
ful. The value of rational mem
ory training is greatly discounted.
To train the constructive imag
ination. Since the larger part of
the happiness or misery of the in
dividual life is traceable to this
faculty, the nature of its action is
of inestimable value. How can
its growth be aided?
To acquire that wisdom and cul
ture which fits one for a righteous
and magnanimous private and
public life. An enlarged view of
life recognizes the rights, feelings,
virtues, opinions and knowledge
of others and generously concedes
the existence and value of truth
and good beyond one’s own attain
ments.
2. How may History aid man in
acquiring fitness for citizenship ?
Teach the nature of government
and its necessity.
Show how it is maintained.
Show how laws are made; is pos
sible, by organizing the school in
jto a unnature legislature. How
would you like to have some of
the Rules thus made ?
Show effect when good men ue
| gleet civic duty.
Illustrate the effect of bad laws
and bud men in office.
8. What aids may the teacher
employ ?
I Maps, relics and curios.
Laws, customs, manners, the
gentle arts of peace, morals, mar
rage rites, clothing, mode of treat
ing prisoners, paupers and insane,
and esteem of man for woman, af
ford admirable topics for oollect
personal experiences.
4. Name the periods into which
our History is divided; give dates.
I. Exploration :-1492 —1007.
11. Colonization:—l6o7-1776.
111. Revolution:—l776—l7Bß. j
IV. Nationalization: —1788—:
1789—1861.
V. Secession: —1861—1896.
VI Reconstruction : -1866-1898. j
6, What are the natural politi
cal boundaries ?
Natural political boundaries are
formed by mountains and waters.
0. State the motives on both
sides in the Revolutionary and
Civil Wars.
Motives North :—Preserve the
Union. Destroy Slavery. Lessen
influence of South, etc.
Motives South :—Self-defe ns e.
protecting paoperty and person.
Political ambition. Desire to get
rights guaranteed under Constitu-
tion, etc.
7. What was the Missouri Com
promise ?
Admitting Missouri as a State,
and forbidding further extension
of slavery north 36 deg., 110 miu.
8. Name ten counties in Geor
gia bearing the names of noted men.
Gwinnett, Hall, Jackson,Walton
Forsyth,DeKalb, Oglethorpe, Hab
ersham, Green, Lincoln.
9 When, where, by whom, and
for what purpose, was Georgia set
tled ?
1788,Savannah, Jas.Oglethorpe,
for relief of poor and oppressed.
10. Tell what has recently
made noted the following places:
Klondyke, Luzon, Samoa, Hawaii.
Klondyke, finding of gold. Lu
zon, American victory by Dewey
over Spanish Samoa, contest by
English and Americans against
Germans. Hawaii, annexation to
United States.
READING.
1. Name five kinds of materi
als which the teacher may use in
the reading class.
1. Natural objects—flowers, in
sects, grain, etc.
2. Phenomena —boiling water,
growing plant, bursting cocoon,
etc.
8. Familiar objects—a ball, a
cap, a top, a fan, a knife, etc.
4. Toys—a horse, a cow, a cat,
a donkey, etc.
6. Pictures cut from story
books, mngnzines, etc.
2. State the steps taken in
teaching the word.
Idea. Spoken word. Written
word.
Conversation exercise. The first
thing to be done is to show the
child the relation between the
spoken and written word. Show
the object to the class, and induce
the pupils to talk about it. Call
their attention to the main feat
ures. Lead them to talk by ask
ing questions. Arouse their curi
osity, guin their attention and
awaken their miuds.
The Word Symbol. After the
pupilß have discussed the object,
und named its parts, the teacher
can write or print the word on the
blackboard, making an intimate
connection between the object it
self and the word as its symbol.
At the first lesson only two or
three words should be taught.
Pupils should practice namiug
these until they know them with
out the aid of the object. For
seat work they should be required
to copy the words they have
learned.
8. Define Phonic Analysis and
Phonic Synthesis and state their
value.
Phonic Analysis, the separation
of words into their elementary
sounds.
Synthesis, the building of words
from their component sounds. The
value is in developing the power
of word mastery.
4. How many vowel sounds in
our language ? How many con
sonant sounds ?
The consonant sounds are 24,
the vowel sounds, 17.
5. Why should a pupil uot be
interrupted while reading ?
Allow no interruptions while the
child is reading. Let him finish
the sentence or his paragraph. The
child’s attention should not be
distracted by other pupils shaking
their fingers or raising their hands.
Any criticism that is to be made
should be reserved until the pupil
has takeu his seat, Iu all cases
require the pupil to pronounce cor
rectly the words he has previously
missed.
6. What is a rhetorical pause ?
How is its place determined ?.
Rhetorical pause is any pause in
oral language. It is for the pur
pose of aiding the hearer to mter-
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VOL. VII-NO 7
pret the thought, and its place is
determined by the meaning
7. How is a grammatical pause
indicated 9 What is its use ?
A grammatical pause is indi
cated by the punctuation. Its val
ue is iu aiding the reador to un
derstand.
8. Define Modulation, Empha
sis, Articulation.
Modulation, the modification <r
changes of the voice for purposes
of expression.
Emphasis, stress of voice on cer
tain parts of a sentence to which
attention is thereby called.
Articulation, tbe carving of
words into syllable*.
9, Describe three exercises for
improving articulation.
Whispering exercises, slow pro
nunciation, drill on difficult com
binations, exaggerated action of
organs of speech, slow reading iu
concert, e'c.
10 Which is more important,
training pupils in silent or in oral
reading ? Why ?
Silent reading because this is
thought getting, the important
part of knowledge growth. Thought
getting precedes its expression
either iu word or deeds.
ARITHMETIC.
1. Two brothers together own
4 of a flour mill valued at $12,620.
One owns 3-7 as much as the oth
er. What is the value of each
one’s share ?
Answer—First, $1262. Second,
$2921£.
2. New York is 74 jleg., 3 miu.
West of Greenwich. Paris is 2
deg., 20 East of Greenwich. What
is the time at Paris when it is 10,
A. M., at Now York ?
Answer—s min. 82 sec. past 8
o’clock.
8. A merchant bought cloth to
the amount of $750, and silk goods
to the amount of SSOO. On the
cloth goods he gained 20% and on
the silk goods ho lost 16J%. What
per cent did he gain or lose ?
Answer— 64% gain.
4. Which is better for me, to
buy 6% bonds at 72, or to invest
ray money in mortgages bearing
8% ? How much better is it ?
Answer—oo4, advantage of
bonds
5 Shall I pay ♦19.00 per tou
for phosphate October 20th. or
$18.25 the following May let, if
money cost me 8% per annum ?
What is the difference per ton ?
This question, as printed, was
not clear as to meaning, and
should be disregarded entirely.
6. Make a fifteen minute seat
work exercise for pupils who have
studied as far as the No. 10.
Answers differ.
7. The sum of 75 and 19 is 94.
Teach this.
5 units and 9 units are 14 units,
equal to one ten and 4 units. Put
down 4 units under units’ column,
and carry one ten to ten’BColumn.
Then 7 tens and 1 ten, and 1 ten
are 9 tens. —Ans. 94.
8. Teach the following: Three
fourths divided by one-half equals
J divided by 1 equals If. There
fore, J divided by 4 equals 2 times
I equals 6-4 or Is, ans.
9. Find the interest on $l2O for
1 year, 7 months, 15 days, at 8 per
cent. Teach this.
Many different methods for
solving interest problems. I use
6 per cent, method. Answer, $15.60.
10. What per cent, of 860 is 18?
Teach this.
To find what part or what per
cent, one number iB of another
number, muke the number to be
the part, the numerator, and the
other number the denominator.
Solution—Make 18 the numera
tor and 860 the denominator,
18-860, reduced to its lowest term,
equals 1-20 equals 1.00-20= .05 or
5 per cent. Ans. 5 per cent.
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There’s no health till it’s over
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Best in the world for Stomach,
Liver, Kidneys and Bowels. Only
25 cents at A. M. Winn & Sou’s
drug store.
A German doctor has devised a
plan for massaging rheumatic
joints. He takes the patient’s
hand and puts it in a deep glass
which is two-thirds full of quick
silver. The mercury exerts an
equal pressure on every portion of
the fingers aud the pressure in
creases raaidly as the fingers sink
farther into it. The hand is al
ternately plunged and raised about
twenty or thirty times at each
treatment, and after a second visit
there is a marked diminution of
the swelling.
A FRIGHTFUL BLUNDER
Will often cause a horrible
Burn, Scald cut or Bruise. Buck
len’s Arnica Salve, the best in the
world, will kill, the pain and
promptly heal it. Cures Old Sores,
Fever Sores, Ulcers, Boils, Felons,
Corns, all Skin Eruptions. Best
Pile cure ou earth. Only 25cts. a
box, Cure guaranteed. Sold by
A. M. Winn & Son, Druggists.