Evening Star Newspaper, July 9, 1898, Page 8

8 THE EVENING STAR, SATURDAY, JULY 9, 1898-24 PAGES. Toowsrm mmm tem TEDUICATION % MOSES sss. Mattress Factory, Ist and D. B st. cor. 11th Furviture Factory. 12th and B. Storage, 22d & M- } Moving, Packing and Furniture Repairing. The Reduction List Is Growing. BED ROOM SUITES and ODD DRESSERS take their places in the rplus stock clearance now. The Bale is gaining prestige—gaining fame every da ch day we're appealing to different people from different standpoints We haven't room for these goods. We've taken the most effective way to get rid of them. Bed Room Suites. Sol ak Suite, with French bevel plate mirror. Reduced tr » 10 _. nemueed $21.50 Oak Sulte, with berel $77 $23 suite, for $17.50 Suite. French bevel Reduced from $16.00 k Finish Suite, bevel plate Reduced from gis'to., 913-75 Solid Oak, ova! French bevel plate, matrer, Tseell front top and drawer. Reduced from $28 to ; $22.50 Large Oak ite. bevel plate Z ee et tee Pine E500 B28 s Oak Dresser, French bevel plate mirror $8.75 $18 Solid Oak Dreses large % bevel plate mirror, ewell front $13.75 tered Oak Dresser, ‘reneh bevel plate mir- $16.00 ror ea $18 Birch Dresser, shaped a French bevel plute mirror $14 $22 «Birch Dresser, shaped $17.60 French bevel plate mirror..... B. MOSES & SONS. Refinish Lace Curtains Perfectly. i w. fe Clean and t > = JAMS & CO. Poor Blood * Soon makes its condition * known. Sallow complex- j) ion—pimples and blotches $ on the skin—loss of ap- petite—general tired feel- ing—all tell of impure, im- poverished blood. WIL- PTA MS’ CELERY COM- POUND is the cure. It » drives out all impurities— ¢ makes the blood red and ) rich—clears the skin— tones up the entire system. 50c. a pint bottle. 5 WILLIAMS’ Temple Drug Store, Cor. 9th and F Sts.) ~ rs eee ———— SSS For Baby’s Skin TAICTM POWDER kee ee ee ee ee es a ee ; 1 —— EVANS Keeps the skin clear and cool. — = —— prickly heat and red, itching skin. Good —— Shake some in your shoes. x rfumed. Only 10c. can. Ask —— for “Evans’"? or come here Wholesale and Evans’ Drug Store,p.cn' oss ¥ Conn. avc. and S st. and 1428 Md. ave. Jyt-1éd ‘Leaves No Ill Effects. Indulge in it as freely as you like. There'll be no headaches or other unpleas- ant effects resulting. “Ex- port” is absolutely pure. Of « e! mature age. Faultless in flavor. rerd yeu a case. 24 bottles | ia ttered wagons—ouly igtem Brewery Co. Sts. N.E. “Phone 2154 ¢ To Us. 4th & I Leave It * Send order for all the GRO- —— CERIES, WINES, ete., you went for your ——— country home. Leav+ everything else to us. = WE'LL. PAY THE FREIGHT or. goods to cece any point within 50 miles & packed hipped free of ¢ 1417} J . Pimples, Hoover, Win oI bLYUY We wan Copper- Jelt-Im | | nema & coal range Hay ners. Com. Gas Appliance Co., 1424 New York Avenue. B; a i i | ERGEN - NORWAY -189 MAY--OCTOBER. International Fisheries Exhibition. Biational Exhibition of Art, ON YOUR HOLIDAY. Take a bottle of Eucalyptine. Industry and Agricul- Je25,352,9,14 ete mos Is vot gressy. Be. of all &: IN. ART Important Contributions to New Branch of Learning. — + — ADDRESS BY MRS. HARRIET C. MAGEE Tribute to the Talent of Washing- ton Artists. CONCENTRATION OF EFFORT A large audience attended the opening session of the department of art education, held in the Luther Place Memorial Church yesterday afternoon, and its character and earnestness showed that this comparatively new branch of learning has most capable and ardent promoters. The program was opened with an address by the president, Miss Harriet Cecil Magee of the State Nor- mal School, Oshkosh, Wisconsin, who said M. V. O'Shea, University of Wisconsin, they were all there of one accord to con- sider for a brief period one of the elements of happiness—one of the elements of true education. It has been well said that the base of all artistic genius is the power of conceiving humanity in a new, striking, rejoicing way, of putting a happy world of its own creation in the place of a meaner world of common days, so that when an artist represents his personal vision of nature he reflects Into the representation something of his own soul and something of the soul of his country Hence we have what may be called personality and na- tional, in art Nationality im Art. Gathered here, as we are today, in an art center and the great capital of a great nation, it seems fitting that we consider the subject “Nationality in Art." Perhaps We are too apt to consider New York as our great art center, and to forget that Washingtonians are considered more art tic than New Yorkers. Be that as It may, we congratulate ourselves on being here in this atmosphere, and turn naturally to the elements of national distinction in the art world of which we are, at least, a fra tion. Nationality in art is plainly visible in the famous art galleries of Europe. The French are distinguished for their ‘tech- nique, the Germans for their composition and color, the English for the Iterary ele- ment, while nowhere is nationality in art exhibited more strongly than in a Spanish gallery, which, in some respects, is like an eighteenth century chamber of horrors. However, the highest art is not national, but universal. “It is,” says Voltaire, “the representation of these permanent, general principles of expression which character- izes the works of the great Italian masters, and. which is found in such perfection in Gercian art. It is this great leading prin- ciple of universality upon which all works of genius are considered.” An Important Question Which, then, is American art, national or universal? The United States has been called canium catharum of all nations’ dive Peoples.” Should it not then possess univer- sality in its art? America breath>s through her pictures fresh atmosphere of happiness. America is decidedly optimistic, and this national characteristic is revealed in its art wkatever the subject. Great art organiza- tions have been founded and carried on by artists of power and genius. The work ac- shed by them has been great and aching, until it has permeated society and even percolated the somewhat unyizld- ing soil of the public school system. There are many art educational societies all over this land which should work with more concentrated effort, and they would so work if a plan wore formed whereby they might be represented in our national asso- ciation. Therefore inasmuch as a need of such co-operation {s felt on the part of this dzpartment, I now wish to appoint a coin- mittee to consider the question and report “the Harriet Ceeil Magee, President Art Department. at our next session, Monday afternoon. I would suggest that such committee recom- mend that each existing art organization in connection with the public school system of any state or stat2s be requested to ap- point at its next annual meeting two per- sons to act in conjunction with the prest- dent of this department in the formation of its program and as an advisory board, to be consulted upon all points of interest to the department. Miss Magee’s addr2ss was cordially re- ceived. The Supervisor of Drawin; ‘The first paper was read by-¥. H. Daniels, supervisor of drawing, Buffalo, N. Y., who began by declaring that the supervisor must be a teacher. As a rule, it is his bust- ness to teach when visiting a class room. The successful teacher knows that the program, and that a lifeless manner will produce a lifeless class. The drawing teacher must have had the best training in drawing. Up to a recent date the history of drawing is a record of failure, because nc courses have recognized the child. These courses formed apparently logical outlines and.drawing books. New methods have been fiercely contested, then adopted and overworked. Is not this true today of pose drawing? Supervisors must go into the schoel room and teach children, watch rsclves in fight bottle of SIE SAN 2U8 te regulate your digestion, ther at work, study their likes and dis- likes, see what-is being done in other studies, “prove all things, hold fast that which is good.” At the present time there is no authority on school drawing. If we study the child and his method of learning everything we shali not crush his eager ambition to represent things alive by giv- ing him numerous type solids to roll, pat, model and draw. Two Important Neccasities. Two things the supervisor must do when- ever possible—work for greater power in artistic creation and expression and study pedagogy. An important supervisory duty is conducting teachers’ meetings. Some teachers have had no opportunity to learn to draw. Others have had state courses, which are often so mechanical and far be- bind the times that, aside from giving al- most nothing of r2al value for future teach- ing, they are especially adapted to crush out any love for art. But because state authorities are not always capable of plan- ning a course other than a lamentable col- lection of confusing theories supervisors are forced to recognize that state courses where the god, Examination, is ever appar- ent are useless—and sometimes worse. Teachers and pupils haye been made to feel that drawing 1s a science and that they cannot draw because they do not know the correct rule for the given object. The theory of drawing has been used as a crutch to such an extent that reasoning has usurped the place of the sense of sight. The actual illustrative sketching, making of designs, etc., by the teacher is what is needed. Mrs, Fuller's Address. In discussing the same subject Mrs. 8. E. W. Fuller, directer of drawing of this city, considered first the varying conditions to which supervisors are subjected. These seriously affect the conduct of their work, hence the futility of anything that can be aid in regard to details. Every super- viscr must know that each teacher car- ries out the program assigned to the grade and endeavor by his supertor knowledge and love of the subject to infuse into the work of each that life without which the best course of instruction becomes a skele- ten of dry bones. His use of the usual methods of coing this, as giving lessons in the school room, grade meetings, examining work of pupils, helpful criticism of methods, or judicious use of all these means depends largely upon which weapon he finds most effic if wise he wiil also consider the ind viduality of the teacher he attempts to guide. It 1s the teacher through whom he reaches the child. Teacher Study a Requisite. Hence to the qualifications of the visor as summed up by Mr. Daniels should be added that of teacher study—the hest help for one may not be the best for an- other. In the formative period through which organization of this work has pass- ed the supervisor has done more than this. It has been necessary to organize and di- rect, to select, to modify, often to arrange entirely the course of study sometimes to instruct the teachers in elementary éraw- ing. At present published courses are largely the result of the experience of such supervisors. This has been referred to in the paper to which we have just listened as a hope for the future; my experience leads me to consider it a past and present condition and a cause of the very changes to which that paper refers as failures, These changes indicate life and capability of development. Changes should not discourage us. A vital good Hes at the root of all these movements. To seize upon and retain this js to be In the line of progress. Subjects are only opportunities. Foundations lie deeper. When we are sure that we have a true psychology to guide us and are wise enough to frame upon {t our pedagogics the re- sult will be a system strong, but elastic: an art product with the essentials of unity and variety, unity of principals, variety of : th of eternal law with elastic quality of adaptations to states and conditions. The Teaching of Drawing. Prof. M. V. O'Shea of the University of Wisconsin followed. He said that in dis- cussing the teaching of drawing careful distinction should be made between the means of expression and the thing to be expressed. Drawing, like language, had a mechanical, as well as a content or spir- itual side. The failure to make this dis- tinction in discussing drawing has led to a vast amount of confusion. It should be recognized at the outset that in the teaching of drawing the metnod of procedure is not distinct in all respects from that of other subjects. There are certain principles of universal validity in teaching which apply in this particular instance as well as in others. In the first place the logical or formal arrangement of the facts or principles of any branch of instruction {s not ordinarily, if ever, the proper teaching order, an excellent il. lustration of which is afforded in the case of reading. The logical development of this subject requires that the pupil first learn the letters of the alphabet, then combine these into words, the words into sentences, the sentences into paragraphs, and finally the paragraphs into discourse: but in the teaching of this subject now no competent person follows this method. The teaching of drawing should have a formal arrangement of topics. Beginning with the most simple structurally, as the drawing of lines or reproducing flat copy is not the best method of procedure; that which is nearest to the child should con- stitute the point of departure. Valuable Suggestions. The particular difficulty which the child has in drawing is due to his inability to see for purposes of representation. He has employed Lis sight so long in getting taste knowledge of objects and touch knowledge, and other knowledges, that when he enters school he is unable to get sight knowledge in and for itself, which {s the primary re- quisite in drawing. In teaching the child to see fiat copy is of little value, since form divorced from concrete objects is simply 4 separate and distinct form. No matter how skillfully he could represent flat copy, he would not be aided thereby in seeing the actual object when it was before him. The use of type forms is far more valuable; but drawing directly from nature under the guidance of skillful teaching {s the most profitable way in which to learn to draw. In acquiring the manual part in expres- sion, too, greatest success may be obtained while actually representing objects in the environment. And when it is remembered that the child is principally interested in this work, it may be seen that the prin- ciples governing the teaching of drawing may be really summarized into this one: First give the child rich thoughts to ex- press the drawing; then aid him in acquir- ing the means of expression, always, how- ever, Keeping the context and form to- gether, the latter dependent upen the for- mer. The Library and Art. The report of committee on the relation of the library to art education, consisting of W. M. R. French, director Art Insti- child is alive and demands a part of the | tute of Chicago, chairman; Miss Emily H: Miles, district director of drawing, Den- yer, Col, and Miss Ruth J. Warner, Brook- lyn, N. Y., was read by Miss Miles. Jt found that under the term art education are included both instruction in the prac- tice of drawing, painting, sculpture, ete., and the higher culture of the artist. Art education may conveniently be regarded under the three aspects of practice, theory and history, of which the first 1s predom- inant. Practice may go far without many books; theory and history must depend much upon them. ‘The library is manifestly essential to the study of architecture and decorative de- sign, as the reservoir of the material of these arts. In the study of drawing and painting, such specialties as artistic anatomy, per- spective, composition, the construction of the human figure, etc., depend much upon books. Collections of reproductions of works of masters, both finished works and sketches, are proper to a library and are invaluable in the study of pictorial composition—nor can the history of art be profitably studied without them. The published discussions of masters of painting ané culpture upon the practice of their arts, theoretical treatises on color, composition ‘and aesthetics, histories and biographies of artists, critical essays upon works of art, even dictionaries and glos- saries, have their place in a liberal art ed- ucation. One of the most important elements in an art library is the preserfte of an intelli- gent librarian. The discussion of the function of the li- brary in relation to public school instruc- tion in art was then indulged in, the re- port of the committee being highly ap- proved, ene NORMAL SCHOOLS Courses of Study a Topi onsidered | by the Educators. ADDRESSES BY LEADING)-TEACHERS = The Views of Miss Marion Brown of New Orleans. —s PROBLEM IN THE SOUTH ee Normal school teachers and university professors largely composed the gathering at the session of the department of normal schools held in All Souls’ Church. The topic considered at the present meeting is the formulation of a course of study setting forth the minimum requirements for grad- uation from the state normal schools of the United States and representative men and women of all sections are present to con- tribute to the important subject. The nor- mal schools of the various sections of the country were described in a series of ad- dresses as follows: 1. The New England Siate Normal Schools (15 minutes), A. G. Boyden, Bridge- water, Mass. 2. The Southern State Normai S.hools (15. minutes), Miss Marion Brown, New Or- leans, La. 3. The Middle State Normal Schools (15 minutes), N. C. Schaeffer, Harisburg, Pa. 4. The North Central State Normal Schools (15 minutes), R. G. Boone, Ypsi- Janti, Mich. 5. The Pacific Slope State Normal Schools (5 minutes), B. T. Pierce, Los Angeles, Cal. 6. Business—appointment of committees. Especially interesting was the contribu- tion of Miss Marion Brown of New Orlean: “In the south, as elsewhere,” she said, “the normal school has been a growth, the private institution preceding the public, the cities undertaking the training of teachers before the state. The first public normal school in the south was opened in New Or- jeans in 1856, but the civil war and its at- Richard G. President Michigan Norwal: College. .tendant evils delayed the establishment of state normal schools. Hy, 1380 the south had again become prosperous; the opening of new industries and the offen enforced lack of education experjenced, during the preceding twenty years ‘had thade strong advocates for public schools. Unpleasant experiences with imported teachers, the need of the young people of the south for employment, the assistance given by the Peabody fund to normal classes in towns, the enthusiastic and cultivated teachers sent out into every state by the Peabody Normal College at Nashville—all fostered the desire to establish normal schools for which the states were now able to provide financialiy. Except Arkansas, which has em of one month county normals, every southern state has now at least one state normal for white students; have or will, soon establish the same for colored students with industrial features added. These state normals are in an agri- cultural section containing few large cities. Requirements Favored. From answers received to inquiries, nor- mal schoo! principals and superintendents favor entrance requirements based on a high school course or its equivalent, but about half of these do not yet consider it possible under present conditions; hence, while not regarding academic work as a function of the normal school, nearly: all advocate an academic course correspond- ing in time, order and amount to that of good high school, and in some instances toa college course, The state normal school problem in the south has two phases: For colored stu- dents, an elementary normai school, with industrial training, a distinctively south- ern problem; for white students, a state normal school, working under conditions and on lines similar to most iorma! schools. : How will the solution of the question be- fore us—‘The formulation of a course of study setting forth the minimum require- ments for graduation from the state nor- mal of the United »States,” affect the southern normal schools? In each section there is one large that dominates a considerable area not always bounded by state lines. Bituated far from the great centers of our coun- try, their teachers cza meet professional brethren only In gatherings like the Na- tional Educational Association; the stamp of national approval means much to them. Therefore, with a definite line of minimum work marked out, normal faculties ean present to their constituencies a mark be- low which none must fall, beyond which each wil strive to pass, a common stand- ard which all normal schools will recog- nize—the first step toward a-really national and homogeneous system of education. — AMERICAN UNIV! city SITIES, Their Relation to the National Lite Discusned. ‘The session at the Grand Opera House last night was devoted entirely to an ad- dress on American universities~and their relation to the national life, by Dr. Andrew 8. Draper, president of tle University of Ilinois. Dr. Draper, it will be temembered, was recently tendered @nd@eclined the superintendency of the jublic schools of Greater New York. polly Me Previous to the address.a solo was sung by Miss Wilson of thisavitys and several selections rendered by tH€ CHiteago Princi- pals’ Male Quartet, W.%J. Black, W. B. Watt, D. L. Buzzell an@@C. H. Dixon, all principals of grammar school8°in Chicago. President Draper, in his address, which was lengthy, pointed out how the earlier Amert- can colleges were projeéted ‘on the lines already laid down abroad, and to further the distinctive purposes, of the colonies. ‘Thus, Harvard was foujided ‘to promote the ideals of the Puritan theocratic state and the Puritan governmental church of New England, while William and Mary was the college of the cayalier, and having a royal charter and endowment, sympa- thized with and taught the ideas of the King’s party in English politics. The Con- gregational Church and Connecticut set up Yale, and New Jersey and the Presbyter- fans founded Princeton, while Columbia in New York, which was originally King’s College, was founded avowedly to prevent the spread of republican ideas. Govern- mental support, private benevolence and ecclesiastical control were back of all of them. President Draper then described the in- creasing interest being taken by the states in the higher education of its citizeris, and declared that state universities were the great hope of the future. Nominating Commiitee. The nominating committee was an- nounced at the conclusion of President Draper's address, It is as follows: North Atlantic division—Massachusetts, Wiliam E. Sheldon, chairman; Maine, John S. Locke; New Hampshire, J. A. Russell; Vermont, Mason 8S. Stone; Rhode Isiand, Walter Balou Jacobs; Connecticut, F. E. Howard; New York, Charies R. Skinner; New Jersey, H. Brewster Willis. South Atlantic division—Pennsylvania, Nathan C, Schaeffer; Delaware, A UH. Ber- ln; Maryland, John’ E. McCaha: District of Columbus, J. Ormond Wilson; Virginia, William F. Fox; West Virginia, T. Marcel- - University of Illinois. Prof. A. S Draper, lus Marshall; North Carolina, Charles D. McIver; South Carolina, W. H. Hand; Florida, W. N. Sheats. South central division—Kentucky, W. H. Bartholome: Georgia, W.'M. Slato Cunningham; Mississippi, J. C. Fan) isiana, Miss H. A. Sutor; Tex Miller; Oklahoma, J. R. Boyd; 4 George B, Cook. North central division—Ohio, S. Indiana, David K. Goss; Ilinoi Freeman; Michigan, Jason E. Hammond; Wisconsin, George William Bruce: lowa, J. T. Merrill; Minnesota, F. V. Hubbard; Missouri, F.’ D. Tharpe; North Dakota, Mrs. Helen H. Stockwell; South Dakota, A. H, Avery; Nebraska, J. I. Reed; Kan- sas, John MacDonald. Western division—Montana, J. P. Hen- dricks; Wyoming, Miss Estelle Reel; Colo- rado, 8. C. Greenlee; New Mexico, Mrs. Elizabeth R. Jackson: Arizona, F. 8. Haf- ford; Oregon, E. B. McElroy; Washington, QO. C. Whitne: Utah, J. Millspaugh; California, J. A. Foshay; Indian territory Tenn W. R. Garrett: Alabama, J. B. F. A. 3 L. W. Williams; Nevada, Walter C. Gay hart. ——— SECONDARY DEP The Value of Rending in the Teach- ing of English. The session of the secondary department was held in the Central High School. There was a good attendance. A feature of the meeting was the argument in favor of making the study of English the core of the course in secondary education, strong- ly presented by John C. Hanna of the Co- lumbus, Ohio, High School. In considering a course in English for secondary schools Miss Charity Dye of the Indianapolis High School presented the syi- labus of one providing for five les sa week in English for four years. Miss Dye assumed that the high school existed pri- marily to prepare students for life; second- arily, to fit them for college. She outlined the minimum requirements for entrance to Secondary school, and arranged the course in eight groups, to correspond to the eight half years, making literature the basis of the work. She advocated a proportionate amount of American literature for the education of youth who are to live in and perpetuate a growing democracy. She said: “The litera- ture produced in this country has claims of its own independent of conformity to tne standard of classical antiquity of mediaeval feudalism.” Illustrations were given to prove how the increasing spirit of democracy ha larged art standards to include new sub- jects and broader sympathies. She named selections of American literature which had dignified life and labor this side of the At- lantic, and which had helped to produce here a literature that is both national and American. RIMENT, Main Principles. Samuel Thurber, master in the Girls’ High School, Boston, Mass., took for his subject, “Main Principles of Secordary English Training.” No teacher, he said, could cop: odel of method devised by another person. Pre- scribed schemes of work are harmful, be- cause they tempt to imitation. Only in alms and principles is unity desirable. College requirements create unreal needs, and must be neglected in a true methodic of English. All attempts to enlarge the youth's com- mand of language must proceed on the principle that language is acquired only ty abeorption simultaneously with the acqui- sition of ideas. Language does not e . and cannot be taught, for its own sake. Manuals of composition are useless. both the child and the youth absorb new specch frcm their environment, and absorb it with a freedom and a rapidity proportioned to the stimulating quality of this environ- ment. The mistake of the school people is in Supposing they can teach expression directly, by analyzing {t into its elements, ard then teaching the elements in succe sion. The teacher's instinct is to 1evel the mother tongue as a school discipline, un- der the same rules of procedure that are applied to other subjects. But language must be leatned unconsciously, and must be taught by teaching something else. Grammar and rhetoric are not, to :outh, interesting subjects; their formulas may be ecmmitted to memory, but can yield no re- turn in speech culture. Faithful study of @ book of rhetoric prepares for examina- tion, but not for writing English, Value of Literature. The study which furnishes the great op- portunities for teaching language is liter ture. ut only through the literature which interests will language be learned. Litera- ture, supposing it well chosen, will) be made interesting chiefly by being well read. The language-sense is reached and touched through the voice. The English teacher must positively have considerable a>quaint- arce with literature, must know an abun- dance of good pieces, and must be uble te ccmmend them by his reading. When the learner’s attention is caught by 2 piece of Uterature, he hears it effectually, and while he takes in the story, he takes in wiso the larguage. The chief obstacle to making Iterature In school interesting lies in our devotion to the custom of examination. No one reads with pleasure who anticipates being con- fronted by an examiner with questions meant to probe his knowledge of what he has read. Examinationism ts a disease just now having a great run In our educa- ticn, Other schyol subjects may endure ex- amination and cram, but literature cannot. The literature teacher should see to it that his class profits by every momen:, as the moments pass. In this subject, poned test of remembered matt proper function whatever. —_-—— Two More Troopships Acquired. The War Department has purchased the steamer City of Berlin, owned by the In- ternational Navigation Company, for use as a transport. She is a vessel of ample di- mensions and can accommodate a regiment of infantry and many horses. The depart- ment has elso acquired the steamer Rita, one of the Spanish prize ships captured by our vessels. She will be fitted out for transport purposes. TRY GRAIN-O] TRY GRAIN-O1 Ask your Grocer today to show yon a package of GRAIN-O, the new food drink that takes the place of coffee. The children may drink 1 without Injury as well as the adult. All who try it like it. GRAIN-O has that rich seal brown of Mocha or deva, but it is wade from pure grains, ard the most delicate storsch recelyes it without distress, Pa Sigs See Ree to 704-706 K st. price concession is enough. —and they packed for shipment. 534c. yard for the identical quality as is sold for 12}c. a yard from the piece. Instead of 35c. a yard, as store selling this pigue, “The Dependable Store. 2 to 44-yard pieces sheer, clean India linon 14 price. Big opportunities follow one another in quick succession. Ever watchful buyers are quick to accept big lots where the From a maker of the best white India linon to be had we have secured thousands of mill ends or remnant pieces of from 2-to 44 yards long. We have made two lots of them, and what we ask you for them is just about half what you pay for the identical quality when you buy it from the piece. They are per- fect in every way—clean, fresh, sheer and as handsome as India linon can be. They are the manufacturers’ remnants—not ours ve never been handled except when they were Tf you understood the linon you would readily understand just how such ends are made. You never knew of India linon selling for so little. Broad English welt piqu but if you'll compare it with ours you'll 9, 924, 926, 928 7th, Tunning through to 704-706 K st. manufacture of 9i4c. yard for the identical quality as is sold from the piece for 15¢., 18c., 20c. and 25¢. here at 25c. yd. know that this is the iy rm may show you 2 ceadily see bow much better curs ix erdinary sort of laces, desirability. Clearance prices for laces. We have not skipped the desirable and cut the price of the We have slashed without regard to y- For instance, here are the most fashionable laces to be had, and you get them at an immense reduction 500 pieces fine Valenciennes la quality of which sells regularly for Ile. for 12 yards. GOGSOS SOO ES HOSS THVSOSSS SV SSCHOD ® that for —t-inch wide 25c. for 12 yar same @ 2.500 yards fine Valenciennes insert- ing, 1% inches wide, such as is sold at 6c. a yard usually, will be sold for 2c. yard. Fine Platt and Normandie Fe) ciennes, white oriental silk laces, fi w and Mack, aud r chon’ Ince, In widths from oS inches, which sells usually tw Be. yard, will be offered fer 12\4c. yard. go on sale Monday morning. not hurt in the least bit. Othe 50 dozen fancy Turkish v slightly soiled. “Actual val 1jc. gach. sh cloths, 8 dozen 27x6S-in. extra heavy, fine double-wov-n Turkish towels, in‘ good condition. Regular 59. value—for 29¢. each. 45 dezen best quality fine, beavs pure Nnen huck towels, 2ix42-in, Some 1p perfect condition. Actual yalue, 85e. 9c. each. Balance of the damaged linens what is left of them we cut the prices even lower than 1 We say “damaged,” but you'll find lots and lots of them that are are so badly hurt as to make them undesirable. very, very cheap, few are passing them by. ce of »efore. To make a quick cleara: are slightly scorched, but none 150 dozen Corticelli spool in black and colors—on Morday at 2c. spool. Black and white Do: Garning cot- % pleces for 1 cent Black, white and colored crochet silk, large spools—on Monday, Se. spool. Best quality black mobair skirt braid —on Monday, ‘ Saves ‘ Laundry. for wash. shape—even cooler than crash COATS.. Spool & crochet silk, There's nothing so bothersome as a crash suit when it comes from laundryestretched all oat of shape—looking worse Wool-Mesh, the new wool stuff, is designed especially to avoid this nuis- ance—it’s the sort of goods that holds its own in color and Leave your measure for a suit. Remembe: until you pronounce the fit o. k. Mertz & Mertz, New Era Tailors, 906 F Street. RIAL ADS And being so yard and a half wide. Worth 60c 35c. yard. 5 pieces ¢ line sh Z some slightly i } etc., under price. es of best white cotton ance spool of the finest spool silk containi pont 250 yards t spool; gold at 1de.—on Monday at 7c spool. e size best qnality sewing ma. ofl, 3c. bottle eae SDL ARLDPIFG REPL PPI PS ) , it is not yours wees < Great Reduction in Hair. Switches, $2.50, formerly $5.00. Switches, $6.00, formerly $10.50. Gray Switches, $3.00, formerly $5.00. Gray Switches, $4.60, formerly $6.50, First-class attendauts in Hairdressing, Shampooing, ete. Imperial Halr Regenerator for restoring gray hair, Never fails. S. HELLER’S, 720 7th Street N. W. aplG-20d wrrrrrrrrrr err rrr rere errr + . . : Don’t swelter In a hot office or store this summer when you may have an Electric Fan at ttle cost. Drop a postat or "phone T8rt and our ropeesentalive will call on you. U.S.Electric Lighting Co $y8-20a § Pe eereeoscesecossee® LET ME TEST YOUR PLUMBING WIHT MY smoke-testing machine, It will show where s gets {ato your home. WM. KOCH. San- Expert, 724 13th st. nw. Yel. 2017. §7-2w* esoee Next importation of Burchell’s Spring Leaf Tea will pay duty of toc. a pound; buy it now while you can get it for soc. a pound, YOUR PET DOG * * Or cat will be free of fleas if * you use Thompson's Insect Powder. It’s much more ef- fective than washing, and so much more convenient. 10, 15, 25 and Soc. can. Y W. S. THOMPSON, THARMACIST, 708 15TH ST. dy8-204 SOCSTS OCS OOS CS OCT SI OTTO COTS Ten’s $3.00 Shoes. Tap and Black Vict Kid, Willow Csit end Patent Calf. sulldog, opera and plain toes. Hand-sewed, und just such shocs as are sold all over the city for $3.50. Robert Cohen & Son, 630 Pa. Ave. N. W. Established 1838, myl0-3m-28 PEPPSPOPOOSOPOPSOPODSIOSOOD Summer Specials in Dainty Photos $2-$2.50-$3.50. W.H. Stalee, 1107 F St. eR HHH * * * *