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 Successful writers adapt to the circumstances they are writing for by understanding
their audience and purpose, and by establishing a voice that suits the context and Guide to APA Documentation Models in Chapter 20
follows the conventions of the genre in which they are writing.

The McGraw-Hill Guide will help you adapt to your writing circumstances by showing you In-TexT CITaTIons otheR PRint souRCes
how to set and achieve your writing goals, and assess the effectiveness of your work. Entry in a dictionary or reference work 604
A work with one author 594
Government document 604
A work with more than one author 594
SET clear writing goals Unpublished doctoral dissertation 605
An unknown author 5956
Academic report 605
Questions that will help you set your goals: Key points to know: A government agency or a corporate
author 595
Why am I writing and who am I writing it for? Understanding your Purpose, Audience, and Context online souRCes
A secondary source 595
is a part of rhetorical knowledge. Basic professional or personal Web site 605
An online source 595
Will I likely need sources to learn more about my Understanding how and when to use sources is an Scholarly article retrieved from a database 606
A block quotation 595
topic? essential part of critical thinking, reading, and Online book 607
writing. Article from an online journal 607
Am I writing a paper? A speech? An e-mail? A blog?
Understanding which genre to use for your project
enTrIes In a LIsT oF reFerenCes Article from an online magazine 607
is just one part of knowing how to follow the
Article from an online newspaper 607
conventions of any written project.
PRint DoCuments: BooKs Posting to an electronic forum such as a mailing
How do I get started?
Understanding how to work through writing Book with one author 599 list (listserv) 607
processes will help you to achieve your writing goals.
Two entries by the same author 600 E-mail message 608
ACHIEVE your writing goals Book with multiple authors 600 Blog entry 608
Book by a corporate entity or organization 600 Wiki entry 608
Questions that will help you achieve your goals: Key points to know: Book by an unknown author 600 Computer Software 608
Republished book 600
How formal should my voice or tone be for this Establishing your voice, tone, and point of view is
project? part of rhetorical knowledge. Book in a later edition 600 otheR nonPRint souRCes

MD DALIM 1077140B 3/14/10 CYAN MAG YELO BLACK

Edited collection 600 Television and radio programs 608
What makes a particular kind of written work Learning the qualities of an effective piece of writing
successful? is an aspect of critical thinking, reading and Work in a collection or an anthology 601 Audio recording 608
writing. Translation 601 Film, video recording, or DVD 608
Composing consists of using a variety of writing Introduction, preface, foreword, Oral presentation 609
How do I go about organizing, drafting and revising or afterword 601
processes that will help you assemble your project
my work?
from invention and research all the way through A multivolume work published over more than
revision. one year 601
Following the conventions of writing means Published interview 601
What, if any, final touches should I make to my
getting the details right: spelling, grammar,
project before handing it in?
formatting and documentation; all play a part in
PRint DoCuments: PeRioDiCal aRtiCles
the success of the final product.
Article in a scholarly journal with continuous
pagination 603
ASSESS the effectiveness of your work
Article in a scholarly journal that is paginated
Questions that will help you assess your goals: Key points to know: by issue 603
Magazine article 603
Have I achieved my purpose? Rhetorical knowledge Newspaper article 603
Are all points supported clearly, accurately, and Critical thinking, reading, and writing Editorial 603
responsibly? Review 604
Did I revise thoroughly where needed? Writing processes Letter to the editor 604
Have I attended to all the details that my assignment Conventions Newsletter article, no author 604
requires?
 McGraw-Hill
Roen THE

GUIDE
Glau

THE
McGraw-Hill GUIDE
Writing for College, Writing for Life

MD DALIM #1077140 3/9/10 SPOTUV

Duane Roen Gregory R. Glau Barry M.
 Table of Contents for Assignment Chapters:

4 Writing to Share Experiences

• Setting Your Goals
• Rhetorical Knowledge
• Critical Thinking
• Writing Processes
• Conventions
• Assessing Your Goals

Where to find help in The McGraw-Hill Guide: 5 Writing to Explore

• Setting Your Goals
• Rhetorical Knowledge
In the table of contents for Chapter 4–11, identify • Critical Thinking
the chapter that corresponds to your writing • Writing Processes
assignment. • Conventions
• Assessing Your Goals
To set your writing goals, consider the guidelines
that appear in the Setting Your Goals section of
each chapter.
6 Writing to Inform
• Setting Your Goals
• Rhetorical Knowledge
• Critical Thinking
• Writing Processes
• Conventions
• Assessing Your Goals

7 Writing to Analyze
• Setting Your Goals
• Rhetorical Knowledge
• Critical Thinking
Where to find help in The McGraw-Hill Guide: • Writing Processes
• Conventions
Chapters 4–11 are organized around four general • Assessing Your Goals
writing goals. These are:
1. To demonstrate rhetorical knowledge 8 Writing to Convince
• Setting Your Goals
2. To practice critical thinking, reading & • Rhetorical Knowledge
writing • Critical Thinking
• Writing Processes
3. To work through writing processes • Conventions
4. To follow conventions • Assessing Your Goals

Successful writers adapt these goals to the particu-

lar needs of their situation. In Chapters 4–11 you
9 Writing to Evaluate
• Setting Your Goals
will find clear guidance on how to think about the • Rhetorical Knowledge
• Critical Thinking
four goals and how to achieve them in relation to • Writing Processes
your specific assignment. • Conventions
• Assessing Your Goals

10 Writing to Explain Causes and Effects

• Setting Your Goals
• Rhetorical Knowledge
Where to find help in The McGraw-Hill Guide: • Critical Thinking
• Writing Processes
• Conventions
Chapters 4-11 all conclude with a guided self-
• Assessing Your Goals
assessment that will help you gauge how
effectively your writing meets your goals.
11 Writing to Solve Problems
• Setting Your Goals
• Rhetorical Knowledge
• Critical Thinking
• Writing Processes
• Conventions
• Assessing Your Goals

roe8397x_FM_ppi-xli.indd i 3/30/10 7:36:19 AM

roe8397x_FM_ppi-xli.indd ii 3/30/10 7:36:19 AM
 McGraw-Hill
THE

Writing for College, Writing for Life

SECO ND EDI TI O N

Duane Roen
Arizona State University

Gregory R. Glau
Northern Arizona University

Barry M. Maid
Arizona State University

roe8397x_FM_ppi-xli.indd iii 3/30/10 7:36:19 AM

 Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Ave-
nue of the Americas, New York, NY 10020. Copyright © 2011, 2010, 2009. All rights
reserved. No part of this publication may be reproduced or distributed in any form or by
any means, or stored in a database or retrieval system, without the prior written consent
of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or
other electronic storage or transmission, or broadcast for distance learning.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 DOC/DOC 0

ISBN: 978-0-07-338397-2
MHID: 0-07-338397-X

Vice President, Editorial: Michael Ryan Design Manager: Allister Fein

Publisher: David S. Patterson Text Designer: Elise Lansdon
Sponsoring Editor: Christopher Bennem Cover Designer: Allister Fein
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Cover: © Alex Cao/Getty Images, © Corey Hochachka/Design Pics/Corbis; Front inside

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Credits: The credits section for this book begins on page 634 and is considered an exten-
sion of the copyright page.

Library of Congress Cataloging-in-Publication Data

Roen, Duane H.
The McGraw-Hill guide : writing for college, writing for life / Duane Roen, Gregory
Glau, Barry Maid.—2nd ed.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-07-338397-2 (alk. paper)
ISBN-10: 0-07-338397-X (alk. paper)
1. English language—Rhetoric. 2. Report writing. I. Glau, Gregory R. II. Maid, Barry M.
III. Title. IV. Title: Guide to writing.
PE1408.R643 2009
808’.042071173—dc22
2009037452

The Internet addresses listed in the text were accurate at the time of publication. The
inclusion of a Web site does not indicate an endorsement by the authors or McGraw-
Hill, and McGraw-Hill does not guarantee the accuracy of the information presented at
these sites.

www.mhhe.com

roe8397x_FM_ppi-xli.indd iv 3/30/10 7:36:25 AM

 Brief Contents

Preface xxiv

PART ONE Getting Started 1

1 Writing Goals and Objectives for College and for Life 1

2 Reading Critically for College and for Life 15

3 Writing to Discover and to Learn 33

PART TWO Using What You’ve Learned to Share Information 46

4 Writing to Share Experiences 46

5 Writing to Explore 90

6 Writing to Inform 132

7 Writing to Analyze 180

PART THREE Using What You’ve Learned to Write Arguments 222

8 Writing to Convince 222

9 Writing to Evaluate 266

10 Writing to Explain Causes and Effects 310

11 Writing to Solve Problems 358

roe8397x_FM_ppi-xli.indd v 3/30/10 7:36:25 AM

 vi Brief Contents

PART FOUR Strategies for Effective Communication 407

12 Writing about Creative Works 407

13 Using Strategies That Guide Readers 429

14 Using Strategies for Argument 457

15 Using Strategies for Collaboration 479

16 Making Effective Oral Presentations 485

PART FIVE Technologies for Effective Communication 493

17 Choosing a Medium, Genre, and Technology

for Your Communication 493

18 Communicating with Design and Visuals 505

PART SIX Using Research for Informed Communication 533

19 Finding and Evaluating Information 533

20 Synthesizing and Documenting Sources 559

Appendix A Constructing a Writing Portfolio 617

Appendix B Writing Effective Essay Examinations 625

Online Appendix Standard Document Forms www.mhhe.com/mhguide2e

Credits 634

Index 642

roe8397x_FM_ppi-xli.indd vi 3/30/10 7:36:26 AM

 Contents

Preface xxiv

PART ONE Getting Started 1

1 Writing Goals and Objectives for College

and for Life 1
Writing in the Four Areas of Your Life 2
Writing as a College Student 2
Writing as a Professional 2
Writing as a Citizen 2
“When I think Writing as a Family Member or Friend 3
about setting Writing in the Four Areas in This Course 4
my goals, I Learning Goals in This Course 4
think about Rhetorical Knowledge 4
my audience, Rhetorical Analysis 9
my purpose, Critical Thinking, Reading, and Writing 9
the rhetorical Writing Processes 9
situation, my Knowledge of Conventions 10
voice and tone, Becoming a Self-Reflective Writer 11
and the context, Writing in the Twenty-First Century 12
medium, and Writing Responsibly 12
genre.” Composing in Electronic Environments 13

2 Reading Critically for College and for Life 15

Why Read Critically? Integrating Sources
into Your Own Writing 16
Using Prereading Strategies 17

vii

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 viii Contents

Reading Actively 18
Annotating Effectively 18
Constructing a Rhetorical Analysis 20
Reading Visuals 23
Reading Web Sites 25
Using Postreading Strategies 27
Starting Your Writer’s/Research Journal 27
Writing Effective Summaries 28
Synthesizing Information in Readings 30
Using Your Reading in Your Writing 31

3 Writing to Discover and to Learn 33

Using Invention Strategies to Discover Ideas 34
Listing 34
Freewriting 34
Questioning 34
Answering the Questions Who? What? Where? When? Why?
and How? 35
Brainstorming 35
Clustering 35
Keeping Notebooks and Journals 37
Double-Entry Notebook 37
Field Notebook 38
Rewriting Your Class Notes 39
Minute Paper 40
Muddiest Point 40
Preconception Check 41
Paraphrasing 41
Organizing and Synthesizing Information 42
Invented Interview/Unsent Letter 42
Using Charts and Visuals to Discover and to Learn 43
Clustering and Concept Mapping 43
Process Flowchart 44
Studying for Exams 44
Test Questions 44
Mnemonic Play 45

roe8397x_FM_ppi-xli.indd viii 3/30/10 7:36:26 AM

 Contents ix

PART TWO Using What You Have Learned to Share Information 46

4 Writing to Share Experiences 46

SETTING YOUR LEARNING GOALS FOR SHARING EXPERIENCES 48

Rhetorical Knowledge 50
Writing to Share Experiences in Your College Classes 50 •
Writing to Share Experiences for Life 50
Scenarios for Writing: Assignment Options 51

Critical Thinking, Reading, and Writing 54

Learning the Qualities of Effective Writing about Experiences 55
Reading, Inquiry, and Research: Learning from Narratives
That Share Experiences 56
TANYA BARRIENTOS, SE HABLA ESPAÑOL (Memoir) 57
SUKI KIM, FACING POVERTY WITH A RICH GIRL’S HABITS (Memoir) 62
RUSSELL BAKER, ON BECOMING A WRITER (Literacy Narrative) 66

Writing Processes 70
Invention: Getting Started 70 • Exploring Your
Ideas with Research 72 • Organizing Your Ideas
and Details 73 • Constructing a Complete
Draft 76 • Revising 79
Jessica Hemauer’s Listing
and Freewriting 72
Jessica Hemauer’s Knowledge of Conventions 81
Organization 75
A Portion of Jessica Editing 81 • Genres, Documentation, and Format 82
Hemauer’s First
Draft 78
Student Comments on
A Writer Shares Her Experiences: Jessica Hemauer’s
Jessica Hemauer’s Final Draft 83
Draft 80
Responding to Readers’ JESSICA HEMAUER, FARM GIRL (Student Essay) 83
Comments 81

Self-Assessment: Reflecting on Your Goals 88

5 Writing to Explore 90
SETTING YOUR LEARNING GOALS FOR EXPLORATORY WRITING 92

Rhetorical Knowledge 94
Writing to Explore in Your College Classes 94 • Writing
to Explore for Life 94

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 x Contents

Scenarios for Writing: Assignment Options 95

Critical Thinking, Reading, and Writing 99

Learning the Qualities of Effective Exploratory Writing 99
Reading, Inquiry, and Research: Learning from Texts
That Explore 100
KENNETH CHANG, SCIENTIST AT WORK: TERENCE TAO; JOURNEYS TO THE
DISTANT FIELDS OF PRIME (Profile) 101
JOHN LURZ, PROFESSOR, DEMYSTIFY YOURSELF: WORKING CLOSELY WITH
BRILLIANCE AND GETTING THE HANG OF IT (Profile) 107
PEACE CORPS WEB SITE (Profile) 111

Writing Processes 113

Invention: Getting Started 113 • Exploring Your
Ideas with Research 114 • Organizing Your
Ideas and Details 117 • Constructing a Complete
Draft 118 • Revising 123
Rick Mohler’s
Freewriting, Listing,
and Clustering 114
Knowledge of Conventions 125
Rick Mohler’s
Research 115 Editing 125 • Genres, Documentation, and Format 126
Rick Mohler’s First
Draft: A Sporting
Career? 120 A Writer Shares His Exploration: Rick Mohler’s
Student Comments on Final Draft 126
Rick Mohler’s First
Draft 124 RICK MOHLER, A SPORTING CAREER? (Student Essay) 127
Responding to Readers’
Comments 125
Self-Assessment: Reflecting on Your Goals 130

6 Writing to Inform 132

SETTING YOUR LEARNING GOALS FOR INFORMATIVE WRITING 134

Rhetorical Knowledge 136

Writing to Inform in Your College Classes 136 • Writing
to Inform for Life 136
Scenarios for Writing: Assignment Options 137

Critical Thinking, Reading, and Writing 140

Learning the Qualities of Effective Informative Writing 141
Reading, Inquiry, and Research: Learning from Texts
That Inform 142
CAROL EZZELL, CLOCKING CULTURES (Informative Article) 143

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 Contents xi

KATIE HAFNER, GROWING WIKIPEDIA REVISES ITS “ANYONE CAN EDIT”

POLICY (Informative Article) 147
PAMELA BRANDES ET AL., THE INTERACTIVE EFFECTS OF JOB INSECURITY
AND ORGANIZATIONAL CYNICISM ON WORK EFFORT FOLLOWING A
LAYOFF (Review of Literature) 154

Writing Processes 157

Invention: Getting Started 157 • Exploring Your Ideas
with Research 158 • Organizing Your Information
Craig Broadbent’s
Brainstorming 158
and Research 162 • Constructing a Complete
Craig Broadbent’s Draft 164 • Revising 169
Research 159
Craig Broadbent’s
Review of His
Knowledge of Conventions 171
Research 161
Editing 171 • Genres, Documentation, and Format 172
Craig Broadbent’s
Organization 164
Craig Broadbent’s First A Writer Informs His Readers: Craig Broadbent’s
Draft 168
Student Comments on
Final Draft 173
Craig Broadbent’s
CRAIG BROADBENT, WATCH FOR THE BLUE BARRELS (Student Essay) 173
Draft 170
Responding to Readers’
Comments 171 Self-Assessment: Reflecting on Your Goals 178

7 Writing to Analyze 180

SETTING YOUR LEARNING GOALS FOR ANALYTICAL WRITING 182

Rhetorical Knowledge 184

Writing to Analyze in Your College Classes 184 • Writing
to Analyze for Life 184
Scenarios for Writing: Assignment Options 186

Critical Thinking, Reading, and Writing 189

Learning the Qualities of Effective Analytical Writing 189
Reading, Inquiry, and Research: Learning from Texts
That Analyze 190
JAMES M. LANG, PUTTING IN THE HOURS (Opinion Piece) 191
TAMARA DRAUT, ALL WORK AND NO PLAY (Analytical Essay) 195
JESSE HASSENGER, IRONY AS A DISGUISE (Visual Analysis) 199

Writing Processes 202

Invention: Getting Started 202 • Exploring Your
Ideas with Research 203 • Organizing Your

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 xii Contents

Information 206 • Constructing a Complete

Draft 207 • Revising 213

Sarah Washington’s Knowledge of Conventions 215

Interviewing 203
Editing 216 • Genres, Documentation, and Format 216
Sarah Washington’s
Research 204
Reviewing Your A Writer Shares Her Analysis: Sarah Washington’s
Invention and
Research 205 Final Draft 217
Sarah Washington’s First
SARAH WASHINGTON, CAMPUS PARKING: LOVE IT OR LEAVE IT
Draft 211
Student Comments on (Student Essay) 217
Sarah Washington’s
First Draft 215
Responding to Readers’
Self-Assessment: Reflecting on Your Goals 220
Comments 215

PART THREE Using

U What You Have Learned to Write Arguments 222

8 Writing to Convince 222

SETTING YOUR LEARNING GOALS FOR PERSUASIVE WRITING 224

Rhetorical Knowledge 226

Writing to Convince in Your College Classes 226 • Writing
to Convince for Life 226
Scenarios for Writing: Assignment Options 228

Critical Thinking, Reading, and Writing 229

Learning the Qualities of Effective Persuasive Writing 230
Reading, Inquiry, and Research: Learning from Texts
That Persuade 232
MAUREEN DOWD, OUR OWN WARRIOR PRINCESS (Editorial) 233
BRIAN J. G. PEREIRA, M.D., LETTER RESPONDING TO DOWD
(Letter to the Editor) 235
ALLSUP ORGAN DONATION POSTER (Advertisement) 237
LIZ EMRICH, SLUT-O-WEEN (Editorial) 240

Writing Processes 243

Invention: Getting Started 243 • Exploring Your
Ideas with Research 245 • Organizing Your
Information 248 • Constructing a Complete
Draft 250 • Revising 255

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 Contents xiii

Santi DeRosa’s Answers

to the Reporter’s Knowledge of Conventions 258
Questions 244
Santi DeRosa’s Editing 258 • Genres, Documentation, and Format 259
Freewriting 245
An Excerpt from Santi
DeRosa’s Research 246 A Writer Shares His Persuasive Writing: Santi DeRosa’s
Santi DeRosa’s First Final Draft 259
Draft 254
Notes on Santi DeRosa’s SANTI DEROSA, THE OBJECTIFICATION OF WOMEN: WHOSE FAULT IS IT?
First Draft, from a (Student Essay) 259
Conference with His
Instructor 257
Responding to Readers’ Self-Assessment: Reflecting on Your Goals 264
Comments 257

9 Writing to Evaluate 266

SETTING YOUR LEARNING GOALS FOR EVALUATIVE WRITING 268

Rhetorical Knowledge 270

Writing to Evaluate in Your College Classes 270 • Writing
to Evaluate for Life 270
Scenarios for Writing: Assignment Options 271

Critical Thinking, Reading, and Writing 274

Learning the Qualities of Effective Evaluative Writing 274
Reading, Inquiry, and Research: Learning from Texts
That Evaluate 276
R. ALBERT MOHLER, RANKING THE PRESIDENTS—A NEW LOOK
AT THE BEST AND THE WORST (Opinion Piece) 277
TY BURR, STAR TREK (Review) 282
PETER BRADSHAW, STAR TREK (Review) 285

Writing Processes 288

Invention: Getting Started 288 • Exploring
Your Ideas with Research 291 • Organizing
Your Evaluation 293 • Constructing a Complete
Draft 295 • Revising 300
Annlee Lawrence’s
Clustering 288
Annlee Lawrence’s Knowledge of Conventions 303
Criteria 290
Annlee Lawrence’s Editing 303 • Genres, Documentation, and Format 304
Research Strategy 292
Annlee Lawrence’s First
Draft 299 A Writer Shares Her Evaluation: Annlee Lawrence’s
Student Comments on Final Draft 304
Annlee Lawrence’s
First Draft 302 ANNLEE LAWRENCE, WHO HAS THE HEALTHIER BURGER?
Responding to Readers’ (Student Essay) 304
Comments 302

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 xiv Contents

Self-Assessment: Reflecting on Your Goals 308

10 Writing to Explain Causes and Effects 310

SETTING YOUR LEARNING GOALS FOR WRITING ABOUT CAUSES

AND EFFECTS 312

Rhetorical Knowledge 314

Writing about Causes and Effects in Your College Classes 314 •
Writing about Causes and Effects for Life 314
Scenarios for Writing: Assignment Options 315

Critical Thinking, Reading, and Writing 318

Learning the Qualities of Effective Writing about Causes
and Effects 319
Reading, Inquiry, and Research: Learning from Texts That Explain
Cause-and-Effect Relationships 320
JUAN WILLIAMS, THE RULING THAT CHANGED AMERICA (Cause-and-
Effect Essay) 321
ROBERT REICH, THE REAL REASON WHY HIGHWAY DEATHS ARE DOWN
(Blog) 327
PIKE COUNTY GENERAL HEALTH DISTRICT, COVER FOOD (Poster) 330

Writing Processes 332

Invention: Getting Started 332 • Exploring Your Ideas with
Research 333 • Organizing Your Cause-and-Effect Paper
337 • Constructing a Complete Draft 338 • Revising 344

Knowledge of Conventions 346

Editing 347 • Genres, Documentation, and Format 348

Deborah Schlegel’s
Brainstorming 332
A Writer Shares Her Causal Analysis: Deborah Schlegel’s
Deborah Schlegel’s
Final Draft 348
Concept Mapping 335
DEBORAH SCHLEGEL, WEATHER FORECAST: BIKINIS OR PARKAS?
An Excerpt from
Deborah Schlegel’s (Student Essay) 348
First Draft 342
Student Comments on
Deborah Schlegel’s Self-Assessment: Reflecting on Your Goals 356
First Draft 345
Responding to Readers’
Comments 346

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 Contents xv

11 Writing to Solve Problems 358

SETTING YOUR LEARNING GOALS FOR WRITING TO SOLVE PROBLEMS 360

Rhetorical Knowledge 362

Writing to Solve Problems in Your College Classes 362 • Writing
to Solve Problems for Life 362
Scenarios for Writing: Assignment Options 363

Critical Thinking, Reading, and Writing 366

Learning the Qualities of Effective Proposals 367
Reading, Inquiry, and Research: Learning from Texts
That Propose Solutions 368
MICHELLE MISE POLLARD, THE NURSING CRISIS: THE SOLUTION
LIES WITHIN (Proposal Essay) 369
GIBER BASRI, AN OPEN LETTER TO THE CAMPUS COMMUNITY (Letter) 375
AMY BASKIN AND HEATHER FAWCETT, REQUEST FOR A WORK SCHEDULE
CHANGE (Memo) 379

Writing Processes 382

Invention: Getting Started 382 • Exploring Your
Ideas with Research 282 • Organizing Your
Information 286 • Constructing a Complete
Draft 287 • Revising 392

Knowledge of Conventions 395

Esther Ellsworth’s
Freewriting 383 Editing 395 • Genres, Documentation, and Format 396
Esther Ellsworth’s Notes
on Her Research 384
Esther Ellsworth
A Writer Proposes a Solution: Esther Ellsworth’s
Considers Her Research Final Draft 396
and Focuses Her
Ideas 385 ESTHER ELLSWORTH, COMPREHENSIVE LAND USE PLANNING IN ARIZONA
An Excerpt from Esther
(Student Essay) 396
Ellsworth’s First
Draft 391
Student Comments on Self-Assessment: Reflecting on Your Goals 404
Esther Ellsworth’s First
Draft 394
Responding to Readers’
Comments 394

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 xvi Contents

PART FOUR Strategies for Effective Communication 407

12 Writing about Creative Works 407

Writing about a Creative Work 408
Writing Effectively about a Creative Work 410
Writing Responsibly about a Creative Work 412
Writing to Learn about Literary Works 412
JOHN EDGAR WIDEMAN, ASCENT BY BALLOON FROM THE YARD
OF WALNUT STREET JAIL 413
JOANNA RUDGE LONG, HAIKU FOR CATS 420

Writing about a Creative Work 423

Selecting a Creative Work to Write About 423
Recording Your Initial Responses 423
Finding a Feature to Analyze 424
Integrating Visuals When Writing about Creative Works 426

13 Using Strategies That Guide Readers 429

Announcing a Thesis or Controlling Idea 430
Writing Paragraphs 431
Placement of Topic Sentences 432
Moving to a New Paragraph 433
Opening Paragraphs 433
Concluding Paragraphs 434
Using Cohesive Devices 435
Using Connective Words and Phrases 435
Using Word Repetition 437
Using Pronoun Reference 437
Using Transitional Sentences and Paragraphs 438
Using Headings 438
Writing Narratives 439
Narrating Single Events or a Series of Events 439
Narrating Processes 444
Writing Descriptions 445
Naming in Description 445
A Sensory Approach to Description 445
A Spatial Approach to Description 447
Writing Definitions 448
Kinds of Definitions 448

roe8397x_FM_ppi-xli.indd xvi 3/30/10 7:36:30 AM

 Contents xvii

Writing Classifications 450

Writing about Comparisons and Contrasts 450
Approaches to Comparison and Contrast 451
Using Outlines and Maps to Organize Your Writing 453

14 Using Strategies for Argument 457

Argument and Persuasion 458
Rhetorical Appeals 458
Logical Appeals 459
Ethical Appeals 459
Emotional Appeals 459
The Rhetorical Triangle: Considering the Appeals Together 460
Three Approaches to Argument 461
Classical Strategies for Arguing 461
Parts of a Classical Argument 462
DAVID WOLMAN, TIME TO CASH OUT: WHY PAPER MONEY HURTS
THE ECONOMY 465
Toulmin Strategies for Arguing 467
STANLEY FISH, BUT I DIDN’T DO IT! 469

“When I think Rogerian Strategies for Arguing 471

about achieving RICK REILLY, NOTHING BUT NETS 473

my goals, I think Some Common Flaws in Arguments 475

about invention
strategies to
use, where I can
15 Using Strategies for Collaboration 479
Working with Peers on Your Single-Authored Projects 480
find good ideas,
Strategies for Working with Peers on Your Projects 480
whether I will
Using Digital Tools for Peer Review 480
need to conduct
Working with Peers on Multiple-Authored Projects 481
research, how I
Strategies for Working with Peers Effectively 481
should organize
Using Digital Tools to Facilitate Multiple-Authored Projects 484
my ideas, how
my peers can
help me improve
my writing, and
16 Making Effective Oral Presentations 485
Developing Your Presentation 486
which writing Establishing a Clear Structure 486
conventions I
Considering Your Audience 489
need to check my Eliminating the Fear of Speaking in Public 490
writing.” Other Tips for Making Effective Oral Presentations 491

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 xviii Contents

PART FIVE Technologies for Effective Communication 493

17 Choosing a Medium, Genre, and Technology

for Your Communication 493
Communication Technologies 494
Publishing Your Work 494
Selecting a Genre and a Medium 495
Deciding on a Genre for Your Work 495
Deciding Whether to Use Print, Electronic, or Oral Media 496
Considering Design 497
Technologies for Computer-Mediated Communication 497
E-mail 498
Threaded Discussions 498
Synchronous Chat 499
Blogs 499
Wikis 499
Word-Processing Software 500
Peer-Review Applications 501
Graphics Software 501
Desktop Publishing Software 503
Presentation Software 503
Technologies for Constructing Web Pages 504

18 Communicating with Design and Visuals 505

Principles of Document Design 506
Proximity 506
Contrast 507
Alignment 508
Repetition (or Consistency) 509
Common Kinds of Visual Texts 514
Tables 514
Bar and Line Graphs 515
Charts 517
Photographs 519
Drawings 522
Diagrams 523
Maps 524
Cartoons 526

roe8397x_FM_ppi-xli.indd xviii 3/30/10 7:36:31 AM

 Contents xix

Designing New Media 527

Using Visuals Rhetorically 527
Considering Your Audience 527
Considering Your Purpose 528
Using Visuals Responsibly 529
Permissions 529
Distortions 529

PART SIX Using Research for Informed Communication 533

19 Finding and Evaluating Information 533

Conducting Effective Library and Web-Based Research:
An Example 534
Library Research 534
“When I think about Research on the Web 537
assessing my Selecting Sources 539
goals, I think Books 540
about whether Academic Journals 540
I attained the Newspapers 540
outcomes I hoped Popular Magazines 541
for and how my Trade or Commercial Magazines 542
audience responded Public Affairs Magazines 542
to my writing.” Specialty Magazines 542
The Internet 542
Evaluating Your Sources: Asking the Reporter’s Questions 546
Who Is the Author? 546
What Is the Text About? What Is the Quality
of the Information? 546
When Was the Text Published or the Web Site Last Updated? 548
Why Was This Information Published? 548
Where Was the Item Published? 550
How Accurate Is the Information in This Source? 551
Field Research 553
Working with Human Subjects 553
Informed Consent 553
Observations 553
Interviews 554
Surveys 556

roe8397x_FM_ppi-xli.indd xix 3/30/10 7:36:32 AM

 xx Contents

20 Synthesizing and Documenting Sources 559

An Overview of Documentation 560
Plagiarism 561
Quotations 562
Paraphrases 563
Summaries 565
Synthesis 566
MLA Documentation Style 568
MLA Style: In-Text Citation 568
MLA Style: Constructing a List of Works Cited 571
MLA Style: Sample Student Paper 586
APA Documentation Style 594
APA Style: In-Text Citation 594
APA Style: Constructing a References List 596
APA Style: Sample Student Paper 608

Appendix A Constructing a Writing Portfolio 617

Appendix B Writing Effective Essay Examinations 625

Online Appendix Standard Document Forms www.mhhe.com/mhguide2e

Credits 634

Index 642

roe8397x_FM_ppi-xli.indd xx 3/30/10 7:36:32 AM

 To our students and colleagues, who offered us inspiration for this project.
D. R., G. G., and B. M.

To Maureen, an accomplished writer.

D. R.

For Courtney, with all my love. Thanks for sharing your life with me.
G. G.

For Claire, whose support helped me through.

B. M.

xxi

roe8397x_FM_ppi-xli.indd xxi 3/30/10 7:36:33 AM

roe8397x_FM_ppi-xli.indd xxii 3/30/10 7:36:33 AM
 About the Authors

Duane Roen is Professor of English and Head of Humanities in the School of Letters and Sciences at
Arizona State University, where he has also served as Director of Composition and Director of the Center for
Learning and Teaching Excellence. Prior to that, he directed the Writing Program at Syracuse University, as
well as the graduate program in Rhetoric, Composition, and the Teaching of English at the University of Ari-
zona. Early in his career, he taught high school English in New Richmond, Wisconsin, before completing a
doctorate at the University of Minnesota. In addition to more than 200 articles, chapters, and conference pa-
pers, Duane has published numerous books including Composing Our Lives in Rhetoric and Composition: Stories
about the Growth of a Discipline (with Theresa Enos and Stuart Brown), A Sense of Audience in Written Discourse
(with Gesa Kirsch), and Views from the Center: The CCCC Chairs’ Addresses, 1977–2005, among others. Duane
is Secretary of the Conference on College Composition and Communication (CCCC) and Vice President of
the Council of Writing Program Administrators (WPA). Duane’s interest in family history has motivated him
to construct a database that lists more than 32,000 of his ancestors and to collaborate with his wife, Mau-
reen, to write more than 15,000 pages of journal entries about their two children, Nick and Hanna.

Gregory R. Glau is Director of the University Writing Program at Northern Arizona University. Previ-
ously, he was Director of Writing Programs at Arizona State University. Greg received his MA in Rhetoric and
Composition from Northern Arizona University, and his PhD in Rhetoric, Composition, and the Teaching
of English from the University of Arizona. With Linda Adler-Kassner of Eastern Michigan University, Greg is
co-editor of the Bedford Bibliography for Teachers of Basic Writing (2001; 2nd ed., 2005); the third edition is in
press (co-edited with Chitralekha Duttagupta of Utah Valley University). Greg also is co-author of Scenarios
for Writing (Mayfield/McGraw-Hill, 2001). Greg has published in the Journal of Basic Writing, WPA: Writing
Program Administration, Rhetoric Review, English Journal, The Writing Instructor, IDEAS Plus, and Arizona English
Bulletin. Greg regularly presents at CCCC and has presented at WPA, MLA, RMMLA, the Western States Com-
position Conference, NCTE, and others. He (with Duane Roen and Barry Maid) is past managing editor of
WPA: Writing Program Administration.

Barry M. Maid is Professor and Head of Multimedia Writing and Technical Communication at Arizona
State University, where he led the development of a new program in Multimedia Writing and Technical
Communication. He has spent most of his career in some form of writing program administration. Before
coming to ASU, he taught at the University of Arkansas at Little Rock where, among other duties, he di-
rected the Writing Center and the First Year Composition Program, chaired the Department of English, and
helped create the Department of Rhetoric and Writing. He has written or co-authored chapters for more
than a dozen books. His work has also appeared in Kairos, Computers and Composition, and the Writing Lab
Newsletter, among other technology-oriented publications. More recently, Barry has co-authored articles on
information literacy for library journals. His professional interests remain primarily in computers and writ-
ing, writing program administration (especially program assessment), and partnerships between academia
and industry. Barry enjoys long road trips. Over the past several years, he has driven along the Pacific Coast
Highway from Los Angeles to Oregon, through national parks in Utah, Arizona, Montana, and Wyoming,
and through much of the Carolinas and Tennessee.

xxiii

roe8397x_FM_ppi-xli.indd xxiii 3/30/10 7:36:33 AM

 Preface

Becoming a writer is a lifelong journey. While this journey often

begins in the classroom, it is one that continues and changes in
an individual’s professional, civic, and personal life. As a fully in-
tegrated print and digital solution for the composition classroom
with Web-optimized content, search, and peer review capability,
The McGraw-Hill Guide will equip students with the knowledge and
tools to adapt to their changing needs as writers. To meet this ob-
jective, “The Guide” shows students how to set, achieve, and assess
the attainment of their writing goals as part of their journey to
become better writers.

Why a Goal-Setting Approach?

The Guide is struc- In our lengthy careers as writing program administrators and in-
tured to help stu- structors, we have discovered that students are most successful
dents set writing
when they have a clear idea about their writing goals. Conse-
goals, use effective
composing strate- quently, we structured The McGraw-Hill Guide to help students
gies to achieve set goals for their writing, use effective composing strategies to
those goals, and achieve those goals, and assess their progress toward achieving
assess the results. them. By understanding these goals, and the processes by which
they can accomplish them, students are empowered to take owner-
ship of their writing and their development as writers. In the short
term, once they understand the underlying principles on which
their writing is assessed—by doing it themselves—the grades they
receive from their instructors no longer seem arbitrary or mystify-
ing. In the long term, students develop the strategies they need to
support their writing development when they leave the classroom.

Goals Based on the WPA Learning Outcomes

The student writing goals in The McGraw-Hill Guide are drawn from
the learning outcomes established by the National Council of Writ-
ing Program Administrators because we know how important they
have been in shaping discussions about writing curricula in the
United States and other countries. These learning outcomes demon-
strate the value of the full range of skills and knowledge that writ-
ers need to develop: rhetorical knowledge; critical thinking, reading,
and writing; composing processes; and knowledge of conventions.
xxiv

roe8397x_FM_ppi-xli.indd xxiv 3/30/10 7:36:33 AM

 Preface xxv

The McGraw-Hill Guide reaches out to students

and shows how a goals-oriented approach to
writing can be adapted to any writing situation.
Effective writers today have a wide range of
choices to make to accomplish the goals of any
particular writing task. The McGraw-Hill Guide
helps students make these choices by asking
three questions:

• How do I set my goals

• How do I achieve my goals?
• How do I assess my goals?

The McGraw-Hill
The McGraw-Hill Guide is a first: it is the Guide shows stu-
dents how a goals-
first rhetoric developed specifically with
oriented approach
the WPA outcomes in mind and it is the to writing can be
first product of its kind that has been adapted to any
fully optimized for the Web, with online writing situation.
content designed for screen reading de-
livered in an easy-to-use platform that
provides in depth peer review, ePortfo-
lio, and assessment management. These
tools and more allow The Guide to be used
as either a hybrid (print + digital) or fully
online text, helping students achieve bet-
ter outcomes while also helping instructors
teach them and foster student success.

xxv

roe8397x_FM_ppi-xli.indd xxv 3/30/10 7:36:39 AM

 xxvi Preface

How do I set my goals?

Effective writers set goals that address the particular situation—the purpose, con-
text, and audience—in which they are writing. With The McGraw-Hill Guide, instruc-
tors can help students understand and set their writing goals using the assignment
chapters in Parts Two and Three (Chapters 4 –11). Each of these chapters focuses on a
key purpose for which students need to write, provides detailed scenarios in which
to situate their writing, and helps them to adapt their goals accordingly.
Every chapter of the guide can be assigned and customized online—us-
ing only the material needed for any particular assignment. By follow-
ing the unique structure of The Guide, students will be encouraged to:

Preview each chapter.

How do I set my goals?
Setting Your Goals (p. 224) Each assignment chapter begins
How do I achieve my goals? with an outline that shows students
Rhetorical Knowledge (p. 226) how that chapter will help them to set,
achieve, and assess their writing goals.
Critical Thinking, Reading,
and Writing (p. 229)
Writing Processes (p. 243)
Knowledge of Conventions
(p. 258)
How do I assess my goals? Setting Your Goals: Writing to Persuade 8
Self-Assessment: Reflecting Rhetorical Knowledge Writing Processes
• Audience: When you write to convince your readers, your success will depend • Invention: Use various invention activities, such as brainstorming, listing, and

on Your Goals (p. 264) on how accurately you have analyzed your audience: their knowledge of and
attitudes toward your topic.
clustering, to help you consider the arguments that you might use to support
your persuasive essay or the opposing arguments you need to accommodate or
• Purpose: A convincing text is meant to persuade readers to accept your point refute.
of view, but it can also include an element of action—what you want readers to • Organizing your ideas and details: Most often, you will state the main point—
do once you’ve convinced them. your thesis—clearly at the start of your persuasive essay and then present
• Rhetorical situation: Think about all of the factors that affect where you stand the evidence supporting that point. Other methods of organization are useful,
in relation to your subject—you (the writer), your readers (the audience), the however, depending on your audience and context.
topic (the issue you are writing about), your purpose (what you wish to ac- • Revising: Read your work with a critical eye to make certain that it fulfills the
complish), and the exigency (what is compelling you to write your persuasive assignment and displays the qualities of effective persuasive writing.
essay). • Working with peers: Listen to your classmates as they tell you how much you
• Voice and tone: When you write to persuade, you are trying to convince read- have persuaded them, and why. They will give you useful advice on how to
ers to think or act in a certain way. The tone you use will influence how they make your essay more persuasive and, therefore, more effective.
react to your writing: Consider how you want to sound to your readers. If your
tone is subdued and natural, will that convince your readers? If you come
across as loud and shrill, will that convince your readers?

Consider their • Context, medium, and genre: Decide on the most effective medium and genre
to present your persuasive essay to the audience you want to reach. Often, you
can use photographs, tables, charts, and graphs as well as words to provide

writing goals.
evidence that supports your position.

Critical Thinking, Reading, and Writing Knowledge of Conventions

The Setting Your Goals • Learning/inquiry: Writing to persuade helps you learn the important argu-
ments on all sides of an issue, so such writing deepens your understanding.
• Responsibility: As you prepare to write persuasively, you will naturally begin
• Editing: Citing sources correctly adds authority to your persuasive writing.
The round-robin activity on page 259 will help you edit your work to correct
problems with your in-text citations and your works-cited or references list.

feature, located near to think critically about your position on the subject you are writing about,
forcing you to examine your initial ideas, based on what you learn through
your research. Persuasive writing, then, is a way of learning and growing, not
• Genres for persuasive writing: Possible genres include academic essays,
editorials, position papers, letters to the editor, newspaper and magazine es-
says—even e-mails or letters you might send to friends or family members to
just of presenting information. persuade them about a problem or issue.

the beginning of these • Reading and research: You will usually need to conduct interviews and online
and library research to gather evidence to support the claims you are making
in your persuasive writing.
• Documentation: You will probably need to rely on sources outside of your ex-
perience, and if you are writing an academic essay, you will be required to cite
them using the appropriate documentation style.

chapters, introduces the

foundational concepts
that will guide students’
writing—rhetorical 8397x_Ch08pp222-265.indd 224-225

knowledge, critical
thinking, writing processes, and knowledge of conventions. Based
on the WPA outcomes, these goals encourage students to create a
framework for their writing assignments based on sound rhetorical
principles.

roe8397x_FM_ppi-xli.indd xxvi 3/30/10 7:36:40 AM

 Preface xxvii

``` Scenarios for Writing | Assignment Options Consider contexts.

Your instructor may ask you to complete one or both of the following assign-
ments that call for persuasive writing. Each of these assignments is in the form
Although most students have an immediate need
of a scenario, which gives you a sense of who your audience is and what you
need to accomplish with your persuasive writing.
to improve their academic writing, they will see
Starting on page 243, you will find guidelines for completing whatever
scenario you decide—or are asked—to complete.
the benefits of learning to write more clearly if
they examine literacy practices in the other areas
` Writing for College of their lives as well. Recognizing that writing
SCENARIO 1 Academic Argument about a Controversial Issue
is a lifelong journey, The McGraw-Hill Guide gives
What controversial issues have you learned about in other college classes?
Here are some possibilities: students and instructors the option—and the
• Political science: In what ways did the ethical issues some senators and
members of the House of Representatives faced immediately before the
flexibility—of responding to writing scenarios
2006 election affect the results of that election?
based on academic, professional, civic, and per-
• Business ethics: How effective is the threat of criminal punishment in
preventing insider trading of stocks? sonal contexts. Customizable assessment rubrics
• Psychology: How should the courts use the concept of insanity to deter-
mine culpability in criminal cases? are available online for each assignment, giving
Writing Assignment: Select a controversial issue or problem from one of instructors the ability to clearly show students
your classes, and compose a paper convincing readers in that class that your
position on the issue is valid.
how writing in different contexts can impact
one’s goals.
` Writing for Life
SCENARIO 2 Civic Writing: An Editorial
about a Campus–Community Problem
Every college campus has problems, ranging from scarce parking to over-
crowded computer labs, to too much vehicle traffic, to too little community
involvement. Many of these problems, such as too much traffic, extend into
the neighborhoods near the campus.

Know the qualities of effective writing.

Students are given clear guidelines and advice on writing throughout the text. “Learning
the Qualities of Effective Writing” sections outline the characteristics of writing to meet
the purpose discussed in the chapter. Online, more than two hundred brief “Ask the
Author” videos allow students to get help on frequently asked questions whenever they
need it.

Learning the Qualities of Effective Persuasive Writing

Much of the writing that you do is intended to convince someone to agree with
you about something, typically about an issue. An issue is a subject or problem
area that people care about and about which they hold differing views. Issues
of current concern in the United States include tax cuts, campaign finance
reform, and school vouchers. Subjects about which people tend to agree—for
example, the importance of education in general—are not usually worth writ-
ing arguments about.
Persuasive writing that achieves the goal of convincing readers has the fol-
lowing qualities:
• Presentation of the issue. Present your issue in a way that will grab
your readers’ attention and help them understand that the issue exists
and that they should be concerned about it. For example, if you are at-
tempting to convince buyers to purchase cell phones with antivirus
protection, you first need to demonstrate the prevalence of cell phone
viruses. Another way to present the issue is to share an anecdote about
it or to offer some statistics that clearly demonstrate the existence and
danger of viruses.
• A clearly stated, arguable claim. A claim is the assertion you are mak-
ing about the issue. Your claim should be clear, of course; a confusing
claim will not convince readers. Any claim worth writing about also

roe8397x_FM_ppi-xli.indd xxvii 3/30/10 7:36:43 AM

Exploring the Variety of Random
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l="" lloatenr="" uji.ijii.="" hhawu="" rmikone="" ac.=""
titn="" liwlhata="" buaw="" bimneu="" hau.="" ni.eaf=""
lll="" laeailad="" rreaaaa="" la="" atyle="" vaatly=""
k="">.|Hrlor U. u..y heret..fote la UM-, uf BIraw Boniieu
and llaU, llialety. Varna, Ac,. Ac. fCy All e««^lV( ralaraad. A
»lii.re of Hie public patronage I, reepecllulty atdlclled. Nuith
Daavera, July, I8S0. LIVEU C()MrLAl!>JT, JAUNUiriC,
DYKl'EI'BIA, CHRONIC OR NKRVOUS PBUILITy, DISEABB ur
THE KlONEYtJ, *■• BIX PKBBga, aai,iBo raoa a niaeaoaaau
Li,bb ub Kiu■ *(-M, at'cH ai t'uBavieatiaa, lewtaii Pitat, Ftu-
nii,, 01 lliaHJl) 1U THB U(4V, Ai lUITT or THB BfuM*. H,
Nauaaa, lUaaiai an, Di, or,, roa Feuu. Fui4.n«M, oa wbiom, la
imb Hi.iHt.H, Boi'B FBi.itiiuB,, fiaaiau oa Flv*. • aaiBo «T
1M^ riT or (MB t>TuMaiM, H«iaMi^u or THB llkiu, lltiBBiBi.
aau liirri.11.1 naaaTHiaii. I'li iih.i'.m ar tnb llBtBT.I'Muaia.i
oaHinKocaTiBU IgNialluKI WHBB IN a LiriNU raaiitBB,
DiMBBM or VltiuB, Duia.oB waaa Btr.'BB Tua BlOHT, Pivia
aaiD Pi't-L rain in ihb llaau, PBriiiiBBi « or Pan .riB«Ti.iB,
VatLowBaa, o, TMg Saia aau Eiaa.PaiB la imbHiob,
U4ia,CMB»T, l.iaaa, in;.. l«UBoaN Ki.t'«MM or IIb»T
UUBBinU IB TNB Ft«»M, i;UNIV*BT iMaulBinui ..r Kvii., ino
uaaaT KBraBiiiuB ur tiriuvi, COM ka eDeclunlly cured by J)R.
IIOOFLAND'S CBLEUHATKU (JUUUAH UITTKIUI, PRgfAllKU
BY DU. C. M. JACKSON. AT THE OKRMAN MKDICINE STORE,
140 Arek Ktreet, Philadelphia. Tkair l.e»«e v««e Uu aluvt
liiMtatrt it tiut ezrtUrd—i tutuilttd ky aay elAar ^rpurafo a in
Ca l^iUcd SlatM, aj laa curaa aUcat, 1* aaaag ouM t\/ltr
^k^|fi^^ ykftittums had A»'''d. The Bitter, mo worthy Ihn
atieoiiun ul invniida. Pimi aeaai.ig gloat viiluva in H.e
r.'Olifleulion ul tli'tu.os ol ibo I.iviir anil laaaer glaoda,
e>ar.e|v. ai..,i;i.ro..it or .N..ivoiu Di'l.iliiy, la ilecUdly la.e of
Hie moat |iopul..r ii.edi.l.lea of the .lav. Tlitao Billuia ka>a
lauun uaed l.y tia.uaamla. an.l a liieud ul our ellnjw aaya ko
hua hiuiai If leuelvod an .lleoloul i.i.d peiiuaiiuiit cute ul
Liver Coiopl.iiiil lioin Ibc uao i.l' ih.a i.iaiidy. Wa aie
noovlncod ll..'. lu Hie uae uf tbeav Uiiura, tht palleBt
cob■t..i.>ly giillia ..ireiulh uwl vicol — i lait *oithv ol grei.l
eon. •i>lerul.<>n. Tl.cy are |i|uuauut in l.ial" und amtll,
and inn Wo have thla day eatnbludted an Agency at the
calebmlod ataiid of I. C. niLliRETII A CO Ira I ::?
7;.:;;:d::;;i;ia:::;::H::^m':ii\a ;«e;::::i:;^^B»^^ i ;;;*. '.:>..
n-i ^*t ,jric,u.u wma, jurPntmo and pui .he .anir up free „f
cxlrn .harie-warranted. .... — 1 . .1... ..........lu.u I'.iMr, 111
racWo ate ala.. preiuued l<. run="" hie="" ne.:ea=""
pi="">ei iKira, Dwelling lliaiat". •'-'torea, rhuicliea, llnlla
I.Kira, Dwelling allple.ea where ariiaclal light la near CUv
Mali. i naeli.l Re«rupallon af Cuttui aad iO Central at. II
OLOTHINO. IyiTRlTflAHRBB, U UiK Tklnlly, vlalllBf Boalon, in
want of a First Rate Arliclc of Clolliiug, F-» «r«I!W5 and
FtMMER wr.\R, arc i«rticularly In vlted loCALI. AT imoWN &
LAWRENCES, IN THE ENTIBK nA«EMENT OLD STATE HOUSB,
Fronting State Street, Boeton. Wlierr can ha found Ihe
Ijiigeal and Mo.1 Eitenaire >**"** e' _ _. .. FASHIONABLE
Rcady-Made Clothing la the fliy— n.annfacturrd by Ihe l«-al
ol w.ikmen. and fr..« Ihe newealatyk- of IImmI" of Ibie
eeneoo'a lui|a.tU' t...a, which we..«er »l Wholeeale and
Retail, at price, aa low aa BBf llolhlng lliaia- la Hie Unloii.
The Attention of Country realen la leai^ctfiilly Rpllriled.
Onultiuci. li. want ..f a s*uiw riorffarmenl rkr Und .-ne ai lb.
a r.-iabl>abnient.e«|0«l lo any Ihat la Cualoro Ma.le, n. »e
int. nd at all lime, to keep on hand tlu B.-at Ready Maile t
l.4h.i.i; wl.irh ran be found lu ibia or any .alier city, in which
we have become au jBBIly celebrated. GATIMEN'I'S MADE
TO ORDER, Fr.«> New and Ii.^lral.le 0.««ta, aelecled fr.m.
Hiia Bprlag'a importation, u.geiher with a general
Baa..rimentor Biiltabie for r.eotlemen'a Wear. BEFORE
PURCIIAPINO, rtKABE CALL AT THE OLD «TATK nOUSK,
9U«ly MEItltlLL Ai KTRAW WV tii.t r.-. '■Ived fi.tBi the
nianulaemrer, a new U1..I I. ipply "I Pai"-r llaiijinu-.K...-
Ilojid Pal^ i.rn Ac. M A ;•. have aM. a gr.al variety of « '"''"W
Cu.iain-. Tu«« la. Cord, tJreeu Curtain Paper, Ac, • hlth iliey
*ill aril cheap, Bta.1 Central al. Jra_ ■ moLAiio mtaucu.-john
peabuo.n hiia p.. ■ • l.n : S[ .1. h ..r a ..,,a ll..r q.ialily, ih' Ih.'I
ariirle In »^ f.., lanmliy puii«*-. Ala... •■ Ovla' Cm '*l-"'-h.
'•'' .int. t...1.ui a, ui.egualled for puddinga, plea, cualatda,
lilanc mange, Cilke'.Ar. ^t . k — ,„,y..Hi "saviBgaJtanh
UuUdiiig^HhaUuckrt. C«IIKKSiS. Jn.i rec. Ived i OOU
pounda a«|H rioi / Ch.eae. AIM l,l«i p.«i.de i;..,li.l. Chf ^e.
mn) I.e r...ind at P|:.\R»f« ' Ir. .n their n.w Drive, uol are
pripiied lo hll ..idere (.|..niirtly,ol H.e beat .d ..Id While line,
Bapling Piue, llul.l l'.n.,.-«.laf. • for II... puirl,a.:.l I'r H..-
irado re«eralli, ■ III ra l»> a. :«iria ui Hw n.iinUia of ihe
piohrtaHW in li".. rr., br H.e |mfi««M- of ...|.|.Ko.r Ikei"
>•'•'' ""^a l.w p.i!.lic..iioBa B« they may akaire. Me i« |>i.
pa" l.i,..i.l. pioinptly H.e ..ew v..l..me» of Re|a.ila,Aa. Ih..loo
lepnalof IheEngliah li.|».rla la reue.ted rv.1 1.1 The and In
wanted. In the moM tb..r..urh and wwkuiunl.he manner, and
on " rotiecl prim l|dea," at ua l..w a price u« ri.n be obtaiaed
In lUa Unlled l»Ule,,fot Hie annic value ..I w.'ik. ll«ce—
ci.raer of l^ntrnl and Warren ala., I^wrll. ""' «:i;o. IIAKBAt
irn.Ja. A CO. S. B. The giibllt are invited to call. 1*^" "" NKW
U«M1I»B. ^, _. , n M HTii.NU, liom
IU»ion.a.lo|dalhlameitM»i .rflnl..rmlngHie rlllaena.d
U.w.llaud vicinity il.at lie h..a lak. n Hie aiore in \V > man •
bi rl.iiige. recrnily wrnpied l.v Hie l..ie l». M. Dialge, where
he h ,. juai oirued an enure i»-» aUKh ol tiOlD A.M. HII.VEK
WAT^lIF,-*. ll.'"; K^ JfiWELRV an.l FANCV IJlxHW. liol.D
AND "'•',i'^-'' (IPF.CTACLBM. fliH.li BE Ml" f!">I.D PENCII.-
< OOl.DCIIAINH.rn.VER HI-OONH, *t BttentU.a. HOWARTII
A IIAHERICK. t)alew. IMPIlDTien CmHI'fWNfl rH1«RV BALII
— Por alBI' oiiar* ABrcii.ne, V\ eakaeea and I'.aa n ll,.1 |„.i
livai4.Bata, U-a ol App.ille,Oen.ral Debllll> ■■! in,
Nrrvo.iafyat.ni,an.l lH.|Hirlllea..r li.e Hh«Kf ll.la Midiciueia
niai.very Uiielieial .Ball , Bai>. of h. male W.aVo.-a.and wrv.a
to atrength.-n :>nd buildup the Fuiaair bv Jtill.li W. UAVIB,
* ' No. 5 J..h»t|H-el. KNttBS ANO MROPB. with a.rnet, en. I
i.nd lli.llhint .-eBlnga. Juai ri reived froiii >. VT.ril Ihe lain. "I
and richeel »«eo«lnienl ever oller.-d in l..«. II, mat be louail
at ^• ^^JC^"'* »' **'ir''^::? j*."?: nfarioiy, Ul Memm-wk .1
. a ('••J^, ^* '-..Tr. urn, ah* aearly opi— ^lt» l..-«d
i^fefrtral at warlg' ^»I.IS««« fOMrtrtlNIl CiM> IVKR OIL
CAN U V— A reaedy ftw ixgha, Celde. te., JiMt racat* d aoN
haajual rreeivrd a auiall lot of Maple H)riip, of au eilraqiiallly
from Venm.Bt at hie ii rote ry More , an Bhaltack at. .1 1 h
>ad a (.N'oeral ^aaotlmeal ef Llf*! Waaka, cHopiiMug
■W..ininU, Uu.i il.im, and klurtgaiiu Uaeila. U..ae. i Uemla.Ac.
AI- niaak N.. a. may-AI JA». P. WALkhU. 144 Merrtm k al.
SnOKKD BALMON.-J. PEARIK iN haa jut received al hia alire,
t«a»M.». II. k l..i.l.liB«, •••IIM. new eMl..l.e.l fialim.n id a
aupr'....r ipialiiy. ABd It le alhiwed l.y aU that ha k.ei- ihe
beet aeautlaH'Bt of t;r.■•>'' "r,','',^'*"''; l.KlDan.l KiiKF.
WATER muiure by whirl, h.a hair waa re»i.weif lo It, original
color, ana lU etlenaive uae pi..vea n to be a . ._, BAZB DTE. .„
Cefee Uraipeer. w iih..ut d,M»l^>-t the akin If .Heel I.
(.^rmanenl, lr..m Ihe lacl of lu upeiBllug through Hie bulb of
Hie hair. „ . Prei«iird and aold by M. I> fOI.BY, Ap.dliecary 4
Canal Bb«k, Cralral al., l.<.wofl. ir="" aprbs="" s="" au=""
re="" remedy="" lor="" conghe="" couaunipiion="" in=""
tie="" early="" aue.="" a="" arntr="" and="" chn.nle=""
broncbiil="" ab="" ol="" ike="" lungannd="" e.="" for=""
thcbw="" deep="" aealed="" inaib="" cough="" lual=""
aueceed="" aevere="" cold="" are="" ao="" prevaleai=""
.11="" ib.a="" cininiry.="" which="" if="" negleclea.=""
a.a.ner="" or="" laier="" ternilaale="" la=""
coommptkin="" rill-="" med.rinr="" i="" p.iiely=""
vfnttuhr="" roni="" of="" ine="" beat="" lin..wb="" inr=""
may="" he="" adi.i.n.aiered="" to="" ln_="" f.nu=""
yoiini="" rl.iidren="" ihe="" cr.aip="" wlnaiping=""
andmeaalea="" perhct="" aalrly="" ami="" gre.u=""
operaling="" aa="" an="" aaodv="" eipe="" i.="" anti=""
ll="" alao="" e.pela="" eiap.="" .u="">«ruia. I*a We..d, n a
houaew.l. ran art,.n.pll»ll •• a large waaking" befoie
bn^akfaat Th.' Fluid render, rliihea i»-rlecllr clean, and la
wanaNlaal n.t to l'.i"ie even the 8n. at fahn. . We are n.d
aurpriaed 1 •."•»'" •" Iminenae n.inntily of Ihe
••Wa.h.ns.Pleachli.e »nd CleanBing Fluid" la a.dd ky H
BIDDER. Ja.. corner Merriaaaeh and John aU, only agent ler
lA.well. .p.|-ui, llaadacbe. Heartburn, ti-iivem*i. VVeakaeea
.d H.e Limk-, Acidily .1 Ike Htomach, and all IIIIIHiaC la.nla.
F..r the al«.ve r.»t.plalnl. It !• one of Hie l»ai medninea
oBlpird to Ih.- |«blic. aa It »i.n..il-le. and airengU»na Ike
.a.meeh, ,w«-leaa and P« "••"•''' ■ are atore ur leea
ir.aibled in I.. dr..walBe«a and .leep. By ■•»« 66 nUIB
TOOTIIACWR-hBafined by Mayhew, M ree'iud by
Cruikahank," aad twrti in three mimilea ky Mr« E KIdder'a
Tooth :.cbe I>ro|»i. For anhB. B MAI.B A CO., Eaal
Herrtmack ac, Belvidere.agenu fm Lowell. !"»' "^'1. 1851
Spring style Hala ^ L. F, 8TACT. ^M Ha. S3 Camtral atraat,
MM ABJuat received the Bprlng Clyle Hala fn-m tU, reJ 11
,»;.('< -..«/."eey ol T. II ltll>U>N. n.»lon,lo which be wouM
Invite tlie attention of all in want ol a Itmki rmltri au.l
inralih Ilal al a errf Urfnr-. Al'ao the New Y.rk and itn-y Und
aiylea rorialanUy oa hlBd irom Ihe aame maaufattory.
Pleaae call and ei amiitt al «3 .Central etreel febiWdlf
VTrB^V AWIKRWOM BIDHKV -With ■ ^ Hkatcheaof »«lll»a
Rf;m'/uuB. •• An e,rellew rr.nc. pi'on of Ihe rbarnctei ..fa
man loo -• - - 1, 144 Meniinack al. MplH No. & John alraag.
ialt JAB. P. WAI.KER, ~JIUIKV LIBiU UAITKBK
JUBTB.BCEIVRI), alataf JaaB*Liad«»BHcr,,aaaw and
beiLU'iful article f..r I adiea' w«-ai— Hr V. A. UI.ADWIN, ll»i
MeiriBtaek at, Bpra* k'.rai d.a.r eaei ..I Dr. Dbilda' Chuirb.
N~~ BWLV imVKWTK.H PATF.NT I IIK.Nnl «l Head. Teelll,
Nol |-|..ihna. Hal, t)ombJ«b..e and INuting Br.. ah ,..
f..raaieby WALKER. 144 Merrimack at. may»l M tilKK^K.
Bread aod Te« '• mya.— A Ireab hit JBat Cy eJl^aved ^r
UTTI.M lEl.D mTKW WOKKB.-lJeaerva, or Ihe lliatory of 1^
Portrau, by an Americaa Lady -one of Ihe promiaing
wrtleraof Ihiacountiv. Kuligion ..f IJeoh.gy and ll, ei.nnected
8< lencee. Hy ria wanl Hitchcock, l». D., LU D, Piaaideul uf
AmbaM C.'llege. Mem.>.r, of Worilaw CAHLBTON A
MiiVBY.one door ' en-i of Ciiy Hall, only agr^Ui fcr l,nwell.
Hie cele l.ialed llulian M.iilcaled .Soap, the Utt anirle ever
ined f..r Hie con.i.l.-«ion i» for eliaving , Poudre Xubiile for
|«n.ivine aO|>eilluu.ia hall . Medirnled Mail Ke*tl. Peraona
la the aiviMg with a pr.'penaity - ibeu-eol Iheae Blltera It
r.iB be ..hylBted entirely , and lor a leaeral lamlly me.lH^inr
la hiihly raeoaameB-led. Prewired and «.ld hy M D 1 < il.BY,
Dr.igc.at and Apulbeeary, 4 Canal Block, ( ealral at, l-»well.
aprlU C. P. TAI.nOT db CO., OFPFR r<.r aale.="" of=""
their="" ..wn="" nianufadure="" knmihbia="" la..-
wiaml.="" iimnt="" l.bia="" cuba="" faalic="" mhi="" ll=""
fbffiwia.d="" .="" bar="">0 " Red Hanndera | l..>0 " Uir
Dye ; )|UO carboy, Marintlc AcM , au " A'pia Fivtia ; BO "
Niuic Ami , DO " Muriatic Tin. Ijjwell.oa. 4, IIMB. '^^ nary
CuPtfluinlt tvtr offrrid to the .Imtricun I'tople. .init ir« fPo«/
Jri^m our knntetedge iff Ut ronjioiitwu, and rrtrntirr
v$ifulnc*t, cordially cnmnund i( to th$ agntid us worthy
thtir b*H ciinfilrnrr, tind with thrfirm rimrtctinn that it Kill
do fir thtir rtlt'fall that mtdiciHr cun do. HkMillAW. Klimai., A
(11. . Koalim, Maaa. itrrar * ('11H.11..5. Hnllimorr,
M.irjiland. LMif) fc lirnBAHtM, Uaiipiir, Maino. H»»il.\!■•
flnrlntoB S, C. J*i-oB S K.tltBAgli, Dftro.l .Mil liiBSP. I'. II.
MoAt.i-iaiKU, Umiavillu, Keniurk*. KHANCia A W.tl.loB. >l- L
a, Miaaouii, J.iarrH Tim hgli. Mobile. Ah-baiiin. •riiriiiioKK
A.lriic. li.irlinel-.n. Veriiir.nl. llAVit.taii, Kiat»T fc < " .
.Vuptiala.ticorglg. |PA\r l> J»w»;»,'rtrnli.n. New Jeiaey, J
M. T.iviB»glil>, rillatmra, I'rnn. A. W. II C.iLiiAH,
WaaliinBlon. D. C. J. Wrioht a I'll.. iNiw Itrleaiia. La.
WATB.IN. \Vai.i. Al I u.. I oil Waynr, Imliaaa. C. C. HiiMMuBli
.V i:.>., ."^an Frauciacu, CAl. I.KWia fc A*»t.'l'nll«t'Baaa.
Honda. K. Iv. StbiiBO. Knniville. '•'enneaaee. CuiLTiiB * DifB,
l.iltlc Kwk, Ark. STiLi.i n, Si.Ai.g fc .
l.ABAiiig,Ual»eBion,'l'«»aa. Cmas tItkR Jh., I'rovialunoa, K.
I. J<. m.="" i="" i.="" a.="" walik.="">U:K»r>iB, * ('«»..
llnrinBali. fWiio. IN rOHEIOM OOOMTniEl! J. iM..^t> ft I'o .
Vent 4'rug. Meiiro. K'Bbl) Km A« A lu H"^;ola, New Cirroaila.
I s I'hovoit a. I'll . I-ini.i I'ciu. M.,HiuB A I.O., llalilal, ^llva
Scotia. I T \\ ALRKH A Son, SI. Ji.hna, New llriinaaick.
■liven, aa. | j, j. »j4,.,„4,fc I'o., Hlo Janeiro. Brml. WUh a.irli
aaanrance, and from a.ich men, no nroBget pr«.f ran he
addnced, ricepl Ihat found la Ita affecu up on trial. raarABBC
ar J r. area, < Hmi.T. i.owai 1., ■«»., And a.ld by ull
IWuggiala and Dealeia lu Medinne everywhere. •'"':'!!*"_ or
TUB AliB No ■ana MEDICAL ry IMl'UKTANT REVELATION !.^
Sa. 11 Bllddle alreat, laowcll. ra^llE celebrnied DR.
MORRIl.l. "tiH coo.lnuee lotreal M all dieonaea, wUh lairfoct
aoecoaa, of u Chn.nic or Private ualnre, hnving eared over
ilrree liun.lred wBhla Ho- la.1 .Iv HH.nll.". many of which li
.d l.nllli-.l ilie akill. nnd reaiai.-d all remedlee of many i.f Iba
beet ph>aici..na thai c-..ild la pria-nred. Art.-r givlns up In
doeiaiir, llioy were in.luced I., try Df M.irrlll'a nodlnma,
wl.irh. lu their niler ael.'nlahmenl, prialieed the dralied elfecl
of «l|. mug a peruianenl cure. All iboae cnaurtlng Ih.-ir own
IntereM, and wl>h lu preaeive ilieir ayaleinaand
conalltiilloni rri.in Hie pernl ciiniaan.l romamlnailnit
lolliience of dl-ra-.e. will farla niv coi.m.i one of the Im-m
phyatcUina thai can be procured, and llial one I, Pr. .Morn/',
Ao. 1 1 Midilh $lrrrl, lowtll. HIa BH-nibly ceeveepondenre
wiih Iho Enriipean nud all rniinant Foreign lliaiphala give
hini auprrh.r fanlUlea for u Ih. i.ni;li niipia...l.i'.re wilh Hie
varuaia change, and in.alincat on, of diaen-ea, and the
varh'U, m.atea and ir.atnHinta a.lo|Med and (niraued. From
all pai!a, bla lu.'.lir.aea and meilHal of treatment ure daily
nddlni new iBiiiila to bla fame and colehnty, f -r hia
uncea.ing elTorta la aavin, l.b. frlh,w BieB fVom a nrenwiti.rr
gnve. Ilh bla ih.aiaand heada," and aeekafor Ha vIclluM Iw
ua.d l.y |Hiau all muHirra to ul,laiu n bollhi, and H.ua aam
thewaeivua muck aickniaa. Peraona id il.ibilltuUd
cuaaliluin>ua will had ti.eae BiiU la uavuiilugiuua ui iheir
health, a, wu know lion, eaperwuee the aaiulary elfeeU they
bava lllMiu weak ay«leOM." ■ ,. Jooi.a M. M. N..»M,
ar'alleiaun with great wiealMe an.l lii.'rary allain.oenia, aanl
lu hi, "Naw Yuni VVbbklv Maaianuaa.' Januait li, \f!*>. •■
l)r. Hti-HamU't «cTeuiB UtlUrt. Hire 1, a preparation wloek
ll.o Lading |W.H.ai.a IH the IIbmmi u|.^n.ar I.1 he unnni,
niuua In leiumu.endi.ii', anil Oie reuaon la ol.viuua. ll H
ni.ult) utter 11 pie.i;r.pll..i. lutui-li.-d by ..no .if ik.- moat
colebrali'.l phyaii:.u.,a uf ni.»lern lini.a— the lain l)r. I'hiiatu.
■do r VVillielm Hooflund, pr..leai.iir 10 Ih, IJulveraily uf Jeaa
private phyairiau to ihe king uf Prutala, and ono ol Ibe
gtoalii". loedlcul wrlleraOelBuiay lia, over produced. Il« waa
.mphatieally ihe enemy of humthug, luail Iherefore a
me.li.'HMi of whirh he wna the invi-nlorand en.loraer may
be c.M.li.ienily r.-lie.l 00. Ho aiwcially roeominended il in
Liver fo.n|.li....l, IKai»pa.a, IhUllily, Veltlgo, Arulitv e Ibi-
Hioinaeh, Ci«>,ti|.ati..B. and nil coieplaiBta ariaing from a
di»ordor>-.l oon.l.iiun of ll'.- •toniarh, the liver end Ike
inteel.uea. Nine Phila.l.-I|.h.a pnjiera evpr.-aalbelr
ronvielioo of lu eieeliancu, and aevetui of Ihe edilnn epi-ak
of ita efferia fi..m their owe ualividuul aiparienee, Ueder thi-
ae oireumat ,i.ri a, we fr.'l wairnnie.1, not only in calling the
alteullon ..f ."If r.n.l.T« 111 the pieaenl poipiielor'a (III. C.
M. Jai'ka..a'a)vre|«raUuo, but n. rooo.nmeBdtBg il.a uitlale
tunll alUlctad.'' MORE EVmENCE. Tho •' Phii aDBLrKl*
Mvv.aoaV tJilBTTB." the be»l la...ily oawapeper publiakad in
tl« Ualled Suiaa. The ad ""'"'riR. HOOFLAND-B HERMAN
BITTBRBi •■ It la a.- Mom tk.il •- le.i.u.Bien.l whul i...-
ler..ied Patent Mr.llcliM a I.. Ihe ro.ilhleni e n.>.l i.ulrui.oaB
of our rou.lora ; ami, IheM-h.ie, when we ri-e,M..ii.i-iid Ul.
lliM.Ban.l'a IJeriBi.n Hiiien., »■■ »ub It to IM .IwiincIlT
ander,loo.l Ihat wa are ..ol aue ,ki..il ol li.e i.i.-li.i f ll.. day,
ll.al aie uoia.'d abuui ler a brief |«.ilo.l an.1 then ft.r-..it.-u
aft. r it kaa.ltuiv lUruiBy riiw- of uilacl.ief. but .d a i...dle.ne
king. at,.l.lial,ed, univarwily pr.a.id, .\m\ wlii.b l.aa mil Ihe
heorty aiipruv«i nf the Ikeukv lleelf." Eviduiice aiaan
evideaea l.aa been raceived (bke the leregfiiiU!) Iruoi all
aetlioiia of the lluma, Ike leal Ikree veaia, end lAa .trea/aal
lulmanf m Utjuttr, u, that Ibnie ia mnin of it uae.1 1.1 iho
p.ucii.e of the icular PkvaicMBa ef Pb.laeelphia thuM ull..ll.<
r imalrmi.a . outbined. a fact U.at caa eaaily W • al il.l.al.e.l.
un.l loiij pioving ll.al a acieutihe preparauuu will .oeil w.tU
lb. 11 .(Uici approval when |inaenle.l even in thia f.in... Thjt
tliia in.Mii.-o.o willearo Irfvor Cooiplaiol and Ilyacaiidou'.!
ull.-r uaios 11 aa diri.iled. It acU i«l effli lent, naif.il and
lovely — pr.»lraling the high nr, the gnnat and email— idlea
il, vek.ping iIm-II In >, Reaervoira, iiearth«, CalfmOCKF.T
CLTLKRV — Kngliah and American hciaaora ; alnn. Week,",
Brat quality fptiag Steel Drilled Eyed Needlee, mey be fuoad
al 34 Merrimack (C, Wyman'a Eichange. may9 H. II. WTilNE.
■■wr WMyKN. HUliBfiN'H |>HAKHPBARK, A. .-Juai received
by JAB P. WAIJIKB, 144 Marrlmack atreet,Toe Werkaof
Hloikaiieatei H.e leit rarafully roelorea Bccrdliia u. I'le
lli«tedi'ltl.wd, l"!a.. for aele ky JAB .
WALAWl,lMHtrMaM(fcMre.i. Buir«BA AlL^rJoa 1 ^,X^l.rle<
ITBW PATRNT TRUBB. ri^llE Braa. fprina Raicbet Trua., whi.
h ba, Juai heea M. IBIr..dueed, l.aa advantage. whKh are niK
raaiaeeaed bv aay oilier article now ae, lor ihe rure of
Hernia.— The (uring doee n.,t r»»r, and ftin be adapted to
any form 01 l«^-j£2V;;;;i' r iJirvVY. maiJI. Apoihccariea.
MAY Mlal. KKWOfMlUBt »T II AKliV I.e. -ual o|»-n. d Beriije
IK-I jilnea.Pop • lin' hiU ri«.iiea, B.r»i..e P..pllae, I'llnied
Jar,, neu, French Mualiaa and l.»wi.«, tjinghania. Plain and
r.iuud Briagra, and oilier Birli lireea tio.a1a. Alao Hhawla,
Parawda, KiblH.na, Bnni.Ha, *r„, Ae. BILE AND HIIAWL
elTOBE, ^ny9\ c.irner ol Kirk and Meat. (live hh.. a eall.
___■* SI'KRtl, WHALE ANI> LARP OIL. . -k^-w^k^k tl-ill-
lll.-ache«l Winter B(U-riii 011; •VKlHHf WOOgalla
■JiKiUlinlhi Bleached Winter Whale JOIIO •■ .... • M BMa "
I.ard .10 •• ■' Bpring Ijird Oil. For aale by lllXER.
PITMANACO, j,a«a Noa 4 and i Mecbaaica' Ballding WlilTK
PAINT. INC WHITy;-n new ariirle of Paint, .n|a-rh.r lo id in
every reaped, f..r painting buildinga, either l.r <4iUMle iw
inaide work. Now for aale he MIXER, PITMAN A !•<>., BwrU
Nua. 4 and & MecJianica' Building. OUKATBIT DIBOOVKllY
\Vbii«'a Hair Restorative: A Pt isr.l.V VE4JETABI.K COMn
iCNP, Fer Itrattrng. B»«. iHti Urn IMIlt J«ni.-lea lu
gmwtk.re. move, dandrulf.ai.,1 ro-.1i.rr. tile natural A
lui.iriaat gr.iwtb of Ihe Hair, In all •-aa.-. ,»f lial.ln.-a. — ll
ala.. reMi..vt-a ii^iin Hn.l heat in Ihe bead and Is a
aovereiga rnuH'dy for aB die eaa«*a c.f Ihe aealp — 1 1
glvea Ilia Hair a hrdliaat, glony liiaa a.lken leitaia. ll.BI
uelarkaia " ^aaatcr, Ila.TH, aliilka Ihiouch Ibe eanh Ibe UMi
nnd hn», — .— , Ihe luual Inclpleal f..i.n. aa in tkrolula.i
..ii»iiw|H and oilier lleirtlilary Ui.e..aea ; alao in Ihe
idmokloua and conuminnl.ng Hkia DIaeaaaa raadertng ihe
Fluida bed an.l morbid, leiidertng the deveh.|iemant of Hie
organa Imperfect, ami lli.ir hrallh und atrengib ineecnre ,
alan all InlcciUiaB aad tieslrucilve Diaiaan, aurh na Keininal
Wenkneaa, l^pblllla. (ioBorrlioa, l.eucorrhu.a. ItlenorriMan
Ac ,Uie BMai to be dreaded uf aav la the wliule cat. eg.«y uf
dlB»iaea. ae the re.ult, if g. net-illy kii..wii.w..ulJ le- ll.,hly
deetmctive In Hie moraU and duatealK happl aena id every
one. They ri.pilreHio nueil i:M.r..ugh Heal meat in i«der u.
aeeara a lanmanent rnre ; bol.lf neglected or badlv treeled
ky Ignr^nnt pmctiik.nera, ihe reault U hiihly (wrnienaia and
iniurHme— c.«ip»elely dewirojing Iia|i4>im».. heahh. and
even life , Ihe pi.lai« of Biich die eaaei may b. a hing lime
dilTueing haelf thruagh the »ya leni beh*a devel..pin! any
deetnietive priKeaa.lmt Kwlll, m.«i anrely, evealually loliow.
The hiihly eaeeeeeful reauU ol Dr. MorriU'a treaiment in all
of thia . hioa of dl« rasra, warranta hiio In aaying. Ilutt In
every ciae ba guar aniera a iierfeci cure, aa may be aren hy
Ih. man) lluut■and Irrtimonmla whirh lie haa In hki
paeeemk>n,aad can bo aeon bv B|i|ilirallon at hia ulflce.
Na. 11 Hiddia agraat. I.awell. UR. MORHILI.'H FF.MAl.E
DKoPrt are uneiirpaaaed for virtue aad cBlcacy in lemovlng
all complalBU, ijf whatever nature. Inrident toFemalea. II"
eontinuea with bla naual aucceea '.. med.cally and anrgically
remove all obair.iriM.aa, Fi.jorremenU. Ix-ucorrhma. Whitea.
General DebilKy.Ac, KninHea.n.na id all kiada; alao, all
complaint, 01 tho l,uug., Uver, Cpkeii, Knlneya, Bla4 ty lila
medlclnea ran he aent In all pert, of Ihe Oian irybyeipreae
or mall. If addreaeed wHh afommanlCB •porifleully i.iam
tho .tomaek aud liv.r i II la praferahla te calomel In aU
tl/ieaa diarea..— Hio .-Ife, t la liiiBH-.liata.— ri...y ca.. Im)
.nlininwi.red lo (Baaia ul laraBT wilh aafcly auil retiabh-
Imio. til, -1 any lime. BEWARE or COU-NTKan:iTB. Thia
roe.I.eiue hu. uila.H.-d Ihal high iliarBcter wbiek u
nur.-...L«y f.K :.ll I'leilirinea ui atiain u. iu.li.oe eouBirr«.uera
to put loiH. a .|..i.i..o« artirle at th.- n-k of the livuaul thuee
wbu are iiiniK-ently d. ri .M-4I. Lm* »M «e Ih4 wThs «/ IA«
m^ie,. .,...„^„ Th.r have tho wrlll.-n a.|;....lu.e nfl . M. JAt
hSIlI, uiM>n ike wr:,pp.-r, and III.- name blown in Ihe
botll.-, au*. eal abicA an ar, a^nH^eea. . .. ,. rV>r a'.la
Whob-«'.b. and Retail at the liKIlM AN MEDICINE BTOHE,
No. ISO ARTH Btic.t, one door l«ihiw Hivih, late «f«Tt H.ee
alreel,! Phibi.h Iphii.. B.id by laapeclabh- deabir, gva rinlly
ibroe-houl H.e ronnlrv. Fova.,lel.y«;. B. E.\FIMAfl A
to.,c.rfBir uf Ceoinil aa.l Merrimack ,1a, l«well. Maaa.
'aay'*'f Z'i: lM'>n,'alBtiBg lairticulara, (pool pnid)
accomianled wUh the iiaual cneuluthm foe. f hey will receive
proMipl aUeu'•,'• Board, with kind andemdent NiirKee,
provMed for patienta on reaeoaalde lerioa. Ijtdlea can
ronanll Mr, Morrill at all lime, on all dm eaaee. Be careful
and remember the number. 1 1-Mlddla atreag- II, aprlSeir
LOWELta. . •— WEAVES ft BROTHSBS nee. N, l.a.ly'a luilotciu
a.ib!e article. EYE GLASSES, FiiR applying waahee lo
Inflamed or Bore Kyea— a new and vory ronvenlent article,
for aale by J. C. AYER A CO.. Apothecartee, f,^ No. 84
Central al. 10 tlOl ..... / Corn fiarcn. a prime aitltle, for aala
hy the b«l cheap, by B. .N. WiiOII, <.p>aite the Market
Biai^.i* Market al. WIMTF.WAWH BRL'rtllErt—
'•WaabhurB'," heal, and ulber low Btlced q'lalillea,
ftbccariea, M Central aU I^ARD 01T« nBI.(». Eitni Redned
WInler iJird OB, prepared i.rexlv f..r burnlnt. received IhI,
day, and fi« „l,bv MIXER, PITMAN A CO, Jan W, ISSI. Uaaaal
Nia. 4 A S^Meehanke' Dull^lng I^AHB. —a large aaaoriment
of rkh and taaleful ' French, .•'paniah and fhineae DREs-H
FANB |u,t received and are uow offere.l h.r anh. cheap for
caili by U. U. STONE, 34 Mrntmack ,1., ,„y8 Wyman'a
Eitbaage. KIBIiri»ATB»T IJtVBR »TUD«-Tbe neateet and
beat now In oee-manofacltired by Bmith, Deey and Eddy.
Warren. R- U and for aale by C. IlKTONK. M Menimatkal..
tnmyn Wyman'a Kxcbance. and a healthy vlgneMM
gpararanci Iw roinpletv wnhmii ibt, indiapri.
llBCf.MWBanATIo*ICerttBeah of Itr. Paaav, Prwtamoatb. N.
H.) PoavaautiTH, Be|d. 89^ 1849. Mr J. P. MoaiB, Agent f..r
'• White'a lluir'^IUatiiralivo": Dear Kir I deem it my dniy I.,
ataio H«ie fncu reepecling Ihe Ineailniable vahie of Whiie'a
Hair ReaUirative. hieveral yrara ago, after a ar-vere hi of
aleknea,, my wile loM all Id' her hair, the acnip ap|ieiirid
diaenaed, and Hie hair grew laii l.raah and nneven. Ahoiit a
year ngo, l.y aii.Kher lit .dalrkneaa, ahe h*t all of I.er hair a
aee,.nd time, aad for a h«g time tliere waa ap|wrrntly no
aclk.n in Hie acalp. ABer variooa appliraiiima I w.-i,
indnredi.. | try the ahiive n.enli.iued Beaionitive, nnd now,
after Ihe nee of a few boiHea, her hall haa grown iMl aa
thick, na luatruua, and of aa beantifiil a ridor aa evar.
Furtliermoce, fiv a h.ng time I have been afflicted wilh
neaialfle and other paina In my head, and I have found It
Ihe beM eiternal remedy 1 have ever tried ; I can Hiereliire
cbrerfiilly recomniend llloallwh.. are ainiclrd aa aboire, aa
the beat article I have ever aeen. Moat respectfully your,,
Ac, A. PERRY, M. D. Mnnurarlurtd hy E. WHITE, Lowell,
Naea. f idd (n U.wcll by JOHN W. DAVId, EAHTMAN A CO-, 8.
KlllDP.R.Ja. dec4»lr w LTILL BELL AT PRICES BElXlW
COMFBTITION, {either In Boalon or Lowell,) Imiierlnl Three
Ply i li.ail.l. Holier Ingrain (cARPBTIHO, Hnprrflne Ingrain 1
Eiim Fine and Fine J From the Urill Peew Ums, pcodnclng
Carpel, aaagae'l rd in keaa/y itf' ttyle and ridkataa tfulnri,
having a amee'A. cree rtniah. ranainc lliein b. wear much
longer than ..iliei t;Briieia,lhe pr.cea l^lug lower, ,vr..rdini!
to Ibe qualUy. .^Le,- U.w prt.e.1 all W.K.I CARPETa; foiu.n
and W.«.l Inrrain " ^ Royal Damnak VeniliaB BTAIR
CARPETS j Royal Twilled " " " PlaiB Twilled " " " Heavy Plain
" " " fomuu.n Plain " "«.,". ^ w.a OIL iM-OTIlft, dllTereBt
widiha ; Plain and Check d MATTiNHS, Aii.ninaler, Ch.-neill
and Tufted KUOS ; Oval ..n.l ll.dh.w STAIR IIODH , Engliah
DRIJ(5«^m^< MORI NEW and DAM AUKrt; COTTON
Bln;KINaH, 8 yd, wide; 8lieepHkin MATH , , , Kttn ,»'.-»» -a.i
aiW* «/" FtnUflTirRK, luclnding the aaalceaawB aad utrfnl.
Puie Live (lecev and otlnr f—^ INYICORATINC CORDIAL pon
pbiiialj<:b and="" maucb.="" the="" pkihbeativb=""
elixir="" or="" cordial.="" by="" pr="" morbr="" new=""
york="" iniy.="" ip="" only="" aeioal="" rraied="" ever=""
dia...vered="" f="" imprtebry="" r.iiiul="" .leldlily="" b.a-
inrnal="" emleeu.na="" all="" dia="" eaaea="" la-
caah.iied="" certain="" aeen-i="" hab.ia="" many="" .=""
ibe="" n.="" alr.iln="" recently="" rec.="" fur="" tlie=""
anine="" nun="" plainta="" are="" wariblaab=""
laihauoea="" which="" ua="" narlvalled="" r=""
cellenee.="" fame="" ami="" p.imihirtty="" have=""
br..nrhl="" into="" hie="" war="" krt="" medlcnl=""
faculty="" of="" eur.ipe="" i="" kiateanre=""
nnnniniobo="" ib="" ibelr="" id="" iku="" f.="" nave=""
ni="" given="" their="" mnction="" in="" a="" aineie=""
.a.="" alanrethat="" haa="" iwen="" aull.cntlrated.lo=""
any="" c.mpiaibd="" lor="" th.="" aume="" pnrpiau-a.=""
i..-iiure="" ol="" maladiea="" reh.-vedby="" hue=""
cordial="" jenerally="" anch="" na="" t..="" leave=""
ll.e="" i.nldicbth.n="" ..f="" eertlllcaiea.ilc.ireaooi..f=""
ihe="" .i="" il.a="" pr..prlet.ir="" eould="" pr.aliice=""
hiel="" .d="" nn="" ceriualv.="" traiimony="" eh..w=""
ihnt="" gieat="" rapauth.n="" it="" enj="" waa="" m=""
accidentally="" obtblned.la.i="" la="" flrmly="" baaed=""
up..n="" ii="" ia="" lllve="" aiii="" mlraeuloaa=""
virtnea="" dire.il..a="" ih-="" ind="" hapiof="" parenta=""
heauhy="" oir-nriiil="" wh..="" w.aild="" in-ea="" ao=""
bat="" fiw="" ihia="" eitra..rd.iiaiy="" prepemlob.="" u=""
equally="" poleni="" hir="" n.anv="" ca="">>, f cular
rnrrgy and phyaleal lanilude, general pnatraima, Irrltnbllity,
and n 1 norv.ma atTectkina, indlgeetn.n. 'luc...i.neaairf the
Liver. t;ieet. or l,uci*rli«a or Wliiica, and Fluor Albua.and
every dl.ei>»e .n any way counrrira wiihihedla.irder of the
procioatiie fuBctmna— la all j* which 11 wlB affiad
inmirduiU: rellel, and If —^''Jt^ reeled, ia alnuwl certain lu
(iroituce a laaltiva and paraae mntcure. IVreona aUait U.
marrr, if cowcitui, B aw weakneaa or d. ►ability of a cerutn
nature, aboum "ae rdlal, aa U will Infiillibly re«tore bealHi
and vigor ta la ruKl, and where want of ..ffa|iflng la a «""''■'
It, the nnal beneflclnl n-mnt ,1. JVBT RBCBtVBD by A.
WATBf>N,I44 Merrimack at., from I.rnd. n, Tredgold nn Iho
Bleam Bagn", |iivl..on B. pert IB. and nivhil..n C. part 3 , and
the I'racticitt Me.hnaic'a Jmirnal. part ». f..r .May. Aleo.the
rrp.ihliraii..n ..I ihe London (Junrterly Review for April ,
ApT'elon'a Me. I.anic', MagaBlne, and Harper', New M.inlhly
MagaiinB f.w June. Je4* SPONOKI RrONOF.M-f MIIETON A
HOVrT IriewJiiM reaalved tna lavfeel a..d heet »aIuit In all
ca,ue AI»o, new nnd aeiond hnnd Piania I", let. Ate. J. A M. J
AllAMH' FnrnllUfw "■■""■ Mcrrlmank .treei,op|«.«ile Bridge
at. LowaB. luaeUO, IW. RiMvma, Jr«Mtf jen* l«t Mrrrtmack
si. fINKN PKOOVKRB, dea.ialle pBlterna, jurt reJ reived and
f..r «ile l.y n H HTiiNE, ,M 34 Merriaiack au, Wyataa',
Eichanga. ■ ^^nENCM CAIaFUKIN WALUKTB.-A large r lot of
the abi.ve Juai received from Ihe manurictarer b) C H.
."TONE, 94 Merrimack al. roay» Wyan', EgchaBie.
IlVBB..flhef»W JnMlteeof England, from the J S..riaaa
Conqiieal lo Ibe Uenlh ol Uird Maaafleld. Iiy l.i«d ITilef
JnaliMfampben. Ju,l |Wbli»hed, andfor aale by BARUCANT,
3» Cealial a;. JeH T AOIBB- BRCHB«— I think I have a.iiie ii
heeutiful paiterna. I haeo alan amiie new t niy | ina. Ear
RInga aet with Pearl, C^vral, French Paate, K.-e l.arVi
tu^';."" """""• "''j.«VpS.'*r< y^nI",^"mays* ^ ffy All at iha
l»w»tpHef, kaat MaBaBuitarara. and tkoaa Uia noTlSnf ••
BTRIonTBN VP I" CI B. EASTMAN A CO . AiKdhccnrlea,
Wymaa'a Ei• clinnie have Inal rerelve.l a l.ill a^'oltnient of
au perior SHiim.DF.R BRACEf, adapted lo .Men, Women and
Children of all agea and occii|iailona. Theae Bmcea ara nn
effect.ml rrniedy f..r habitual atiaiping, round ahonldera.
weak back and cheat, and to preaerve an erect and gracelul
poallinn. All who are In want of the ahove article ara Invited
m call and eiamlne our alock before pttrchaaiag. Bi«r'*
AUCTION. PICTOLB AND nCNit.— i lM,ugl.t at Ancllon In
New V..ik,la»t week.n large ltd of Piaiola and a fcyv Onna. 1
will nK the lot clieap lo clear llicm out, aa I need the room
for olher go.«lB. Call at AT Ceniral t. a,:,yfi. JOBEPH
RAVNFJt. Cmd\M'^ lii'h. WHEAT lallghlly dnmn«e-«r..,"l'
lin.!Ulned either al hia lKm~- or at hia olllce. I "TV ,„,„,. are a
wre remedy for all Female Boppreaalima, Irte," ■lie,, AC.
Herktel>irrtd9trtu»mtuUinth»ntrtr^^ ■--31" U.weB.
Ang.31, \Mfl. 43 Central ,t. VKRMONT OATB. !s^OOO the
Market Houae, Market aU n..an SBKD OATS, a iwime article
.f.rf •ale hy BAMUKL N. WOO», oppoaile apt** B RITBHKB.-
A great earletf of Cloth, Hair, Nail _^ Teeth and Bhaving
Bniahea ; alao. Ana Ivory and Horn Dremlng fnmla. may he
ob«aiB«t il _ . ^^ 34 ,Memmaik at, Wyrnaa a »«'5"fr_ mayll
"_"■ "l?!!!^. B~' RONZrn Branchee, Cnndlealitk,,
'''•tHls«)'9d " lOO Boxe, M .piallly Wnterford ?n of vinegar
and waier before drying generally realore, U , ala. lo clean
hata.rnat coilnm, carpeia, Ac li la al«i naefnl i.. r»m..v. lai.nt
and white apo». from varniahed fiitnituro, wiBdowa, Ac.
Price 118 cla » he! ue hnleenle and retail ageal In LoweB,
»• mays* ..pp-ah from Suffolk Co. .._.. . — '-( on har-"
mnyW* .rtmeni), tloh.gne, S'>»'„"^';'iElli'.
gTO^tral^eorae^oOtark-^:^ ANCY OBRRIAN
rLOCK';/-.^^.' 4 BBtyie* 1* wnrninteil giMid limekeepa tml
atreet, of RA VNEB. Milla by 98 and 10 Ibe. baga, rj.natanlly
onjiand N.WOOD. Only PER,Ja., Meiriaiack,coraer John id.
KIIK auyB w fat Bale hy 8 ^' CMCANBING COMPOrKD.
tjMtTH'B t'OMPOI'ND for c/caa«.njf ..nd Ulattt ^ tmg Slain,,
Creaae Upot,, Ac. fr..m any dcrriptlon of wiailen clothe,
alika, cnrpeta. and all olher kind, nf fabric, n haa been
carefully teatcd and fnnnd to he nn article of attperlor efllraf
y for Ihe above ptirpoaaa. For aala bv J. f . AYER A tfO.,
Apothecnrlea, niavfle 84 CoBirnt Wreet. C1IMAR CABKB.—
Neat and drairaMa paitema fnc / aala by WALKER, 144
MerriaMcb BL ,aa>il4 $3000 WORTH .^„f_,c„|i< OF Bneom
Pin. and Hinr '« "V' 't^''«^n Man BANBORN-H Jewelry Btore
•■"'.'"•'"YKThB.ek ufiMiory. Ph*ae call and aee them at !er,
oumlnlag them will bo Aled and delivered U. the advarI ten
without BddKlunal charge. The laawell Weekly J""'"^' • '•P"
»' VS ar«e«l,lim,for the country, la piibliahed on FRIDAY
MIIRNINU, al the low price of $1 7.^ a year In advaaca, or
8'^ any lime during the year. All a.ima will he on Inlrieat,
after they are due. re;;/- Letter, aud coinHiunu.ition« hy
mail muat be peel '"ttTNo paper win he dlaconlinued
nnlllallarrearage, are .old. eicepi at the option of the
piihliaher. BUSINESS CARDS. BUSINESS CARDS. R K E dTTn
D ~H a K N E S 8 E ■ , ~ uauB TO eaaaa, .no waaaanvaii, a,
D. C. BROWN A CO., MiDtiLB aTaaaT, bb.b Tua Puir Orrica,
LOWBLLAaW nalory. MddUtl JUmaaw MMlery. WmrmtL
«By93 dif INBUHANOe OFFICES sr= Dock and Job Printing,
or BVkity iiK.ai iiiPiKiN .NEATLY A PROMPTLY EXECUTED iT
TH. orricB or thb laawall Dally Jo»r»al dfcCa»rlar, By 8, J.
Vamay. J. CO BURN, dbalbb in FLOUR, MEAL, ORAIN. Ac.. jy,.
B JBcreyaaocIl ,lrfl, tpponU Br*ilf ateMf. A»- ramllie,
auppliod and OikhI, dtllvorod to order. SCOTT dt MOODY,
MtoBLB BTBBBT, (iieaily op|M.aito Fuel Ofllce,) Lowau.,
M.aiiraeTVkaa, or MACHINE TOOl.H, BTAI'IONARY STEAM
BNtilNBB, AND PATTERNS FOR CA8TtNOS. Ai.,0,
BLACKKMITHINO. inOffAMli fTKKL rOK SALK. B. W. BooTT,
[JelUdil ] JoaB A. MoeBt._ RDWARD I.. BTAIflBlaB, CORNER
CENTRAL AND MERRIMACK BTS, ( V»ier Tluri VmhiiTtalul
Ckarck,.) DruKBlal and Aiiothecary, LOWELL, MAHH.
•.•Phyakiaiia' Preacripliona p.il up wilh care, day or Bight.
bl*""'^ C. B. BAKTNAM dk CO.. DRUCUlSTi* AND
APOTHECARIES. HaBuracicakB, ur Paaluchat B|»riBK Bada
aud HImaral WTatar. CdKA-AA SrOMIC, tUMAA'S
KXCHJlXOE. ,p,H LOWELU dlf_ ' WBAVBR db BIIOTHEHB,
,/»••. T leutrml, mud *» J*t*rritttm€h »lr**l; wHui.ai.i.B
ano bbt.ii. usat-aat in ALL KINDS OF MAHOfiANY AND PINJl
FURNITCKi:, Caaravi, AaiMaa,, Cuai.au 11. i> »»b P»"«
L,a»r M.TBBMBa.and Fa.THBB Baoa or .t.i. .ibd,, LooaiKO
(li.ataBi, CM.iBi, CLOcaa, deeSlI Ac. Ao., Ac. !»" |e6 OTIS II.
MORKILL, antar roa Tha Union Mutual Life Ina. Co . B<.
tl.o="" pe..ple="" mutual="" fi.e="" ina.="" c.="" wo-
ce.ler="" i="" the="" hampd.n="" fir.="" co.=""
bpringneld="" tbo="" health="" aaanranco="" tai.=""
bpringneia.="" jll="" aalahhahed="" on="" anch="" a=""
imvala="" aa="" lu="" return="" lo="" pulley="" bolder=""
dividend="" ..n="" their="" preu.luma.="" omr.="" at=""
b.="" baigeanl="" bookatore="" lowell.="" .="" merrill=""
bthaw="" to="" powaaa="" bam-bv="" pibllsherd=""
bookbei.lkrh="" andctatloners="" dealera="" in=""
paper="" hanging="" luirdera="" rlank="" book="" ac.=""
blank="" made="" order="" and="" ruled="" l.i="" any=""
pattern="" binding="" done="" with="" nealnea=""
deepatch.="" no.="" t="" at.="" lowell="" jaal="" db=""
btkvehb="" a.bfraetuaaaa="" or="" power="" lotim=""
habnehhf.s="" beeob="" aad="" every="" dewrlpll..n=""
of="" mlcllwt:="" bklts="" attn="" stkaf="" caraor=""
wletelker="" wealaru="" atonaa="" idjwei.l="" m.ai=""
ororob="" hedrick="" alon="" fancy="" painter="" c=""
ayjionm="" off.="" bie="" rlbcadl="" doob="" pl.t.="" a.=""
paw="" niiaaaat="" ac="" eiecuicd="" la="" beat=""
mabbor="" al="" reaaoaabla="" lerma.="" beard="" dfe=""
ounnibon="" attorneva="" counhkm.ors="" law="" o.=""
raaaoa.="" iaowlaa="" aaaarn="" ma.="" central=""
opp.="" american="" h="" mam.1.="" ith.aab="" w.=""
aa.au="" j.="" oi="" riaiaoa.="" ht="" llhamar="" baaid=""
contiulmionar="" lor="" maineand="" hbrnpabire.="" m=""
david="" dana="" ooppbrsmith="" brash="" founder=""
abd="" tib-pl.tb="" woaa.b="" yael="" hamitlun=""
fvial="" iftrks.="" all="" ordera="" promptly=""
eioculed.="" howard="" rirb="" inforancb="" cohpant=""
oflloa="" it="" appletaa="" blaek="" oomtral="" lomilli=""
mam.="" tlllscumpaay.ta="" accordance="" wuh="" iba=""
proelriona="" uf="" thair="" are="" now="" inrreaaing=""
ihoir="" capital="" t400="" one="" half="" that=""
amiunt="" havinr="" already="" keen="" paid="" they=""
will="" make="" inanranrr="" real="" pera..nbl=""
property="" bgainat="" leae="" damage="" by="" fire=""
le="" bbmhibi="" no="" ei="" raeding="" riak.="" ruv..=""
ruble="" term="" other="" companiea="" llirorpoiate.1=""
ihl="" htale="" wuk="" apeciar="" rapltal.="" claaa=""
dwellin="" h..uaea="" ntiachinenlaand="" coateaia.=""
farmer="" iirnperty="" ahuated="" thla="" cny=""
neighboring="" town="" be="" luanred.="" if=""
deaired="" foi="" teiui="" gaara="" very="" moderate=""
ralea="" premiuni.="" d="" k="" o="" r="">(!/l— Oliver M.
Whipple, ttiephen C'liahlng, J.whiia Merrill, David Daaa,
eidaey Hpauldlng, Ahiier W BiiCti.rk, Samuel Ihirbank,
Frederick Pirker. Kpbraim Br.iwn, Nnlh..n Allen, Cyril French,
William Livingaton, Uoliei Wrifhl. Elijah M. Head, of
TVwkakarg Jarvia Blade, Banjawin R. Batea, Benjamin Q
Mumry, lif fiuAim . Stdliey William,, of 7'aeareB. Caleb M.
Marvel, uf /^araaea. Kini.iy VVaal.hurn, of WarteMtr.
Ap|tlicaii..n lor inanrancc may bo made lo the Becreta
iy,aillie uttica uf the Cumpaay. OLIVER M. WHIPPLE,
Proaidenl. FaaDBBioa Paaaaa, rtecretary. Uiwell, April IM,
l«6l. aprlU'ly MUTUAL UFB INSUBAIICE TIIIK New KnBlaiid
Mutual Life iiiaurance f'onipauy, (.llll.e Menhaiila' llai.k h..ild
Ing, ■-") Klule alreel, Uiwlou), iiiauiea Livea un tho Mutual
priiir.ple. U..arantv Cpiul, 950,000. Net Arcunoilailon—eii
ceding tti 10,000, Bad Inrreaaing—for benefll of ineinliera.
preaent nnd future. 'Iho wh.'le aafely and advantagmuialy
lnveole.1. The hnaineea ronducled elclualvoly for tho beueai
uf ti.e iN-raoiia ina.ired. The greuiea. rUk taken nn a life, 1
10,000. Snrplua iliatrlknted amongihe memberaevery 8flh
year, from December 1, 184a, Killed In caah, or by addiliua
ui pollrv. Premium may be lald quarterly nr aemi
annually,wheB deaiied, ami a.il>...nla not lie. ain.ll. In a
Pollrv lor the whole life, Hie Ina.ired, being under Ihe age .it
lUly tevrn. may pay a ally, for five yeara, lu ca>h, nol over
one liaT . and inleieal ann.ially on ihe other half of Ihe
premlil.n ; If over Ihal age, three Allka, al Iri.fl, a., lo be
la.i.l. an.l iiil.-r.'M i.n Ih'- reuiaoider. F..rm, .if appliralion.
and ii4iin:>l.lela of llio Co.n|ianv, and Ita repurta, lo bo had
uf lu Ageuta, or al Hie iilhca of the Company, ..r f..rwarded
by mall, ll writWB for, pool |Mid. Cul.l.iinia iiaka taken.
IHKECTiiRi*. WILLARD PIlll.l.lP!*, K..hrrtO Shaw, i'ri.idaal.
Willliini f:. I,an.berl, M P Wilder, fharlea Browne, llwrlea P.
Ciirtia, Thomaa A. fietier, N K. f.ini.iu«ham, William
Raymond Lee, George H. Kuhn, William Peikina, Sewell
Tappan. BENJAMIN F. SrKVE'«.>. Saceataey. B. W.
STICKNEY, Agent. Apill 1, IMI. apildly JTKW.nOnB Of
l.VSVH.tjrtK. j I.OWKLL TUAUKKS' ANO MlCt II AMUH'
MI'TCAI. KIRF, 1N.-*C«ANCE I.OMPA.VY. ] orUCK.-
APri.KIU/f BLOCK, ClUfTHAL ST. raillEriaka are ...vided inUi
two rloaaoa—earh claaa i. [ llnh.e I -. II, own loaaea. In lllo
>r»( clna" mmmmmmm R AllaWOAO fBUa ItAltiMOAB. t:
BONV9N ABD iMX JSfm SfRAlS^S!^BntTIW». BUMMIR
ARRAIVOBfl ► ABBENOF.R TBAIMB "W aa M"*-!
CPPF.RRAn..oADTt^.N;^ P I.eave Boeton at T IS A j^ . Ibe
iwu Brat de nol oa>P at Wai ■lain.aa. atopa ..nly al and
ab..ve Wobura Wiring PI, l.aave I.owell al 7 »0 A. M . , »t M
jh* 7 P M The I 40 A.M. irala atoiaalWobartWaie.ing Ptaca
far Upper Rallr.Md Pa-aengera. Bot tmr «../«m| f»aida.
WALDO IHIMllNHi I.N. Agent BuaUMi aad Lawell Ruiliuad
Co. •c-aloB, May 9>, 1881. Jeddlf rrONT BROOK BAU.BOAD.
SUMMER ARRANaBMENT. ON and after THURSDAY, Ja»» »,
Ib4I, Pi Train, will run a, f.dh.w, : UP TRAINS iMve U.w.ll
7.1W, 11.30 A. M, and 4, VI P. M DiiWN TRAINS '• nraloB
Jnaetiun 8.10 A. M., IB3U and .V48 P. M. The 4 M V. M. Traill
from Uiwall. meet, the Steam kiaii Tram for .New Y.*k Ihe
«aie nighi. All tram, connect dlrocHy at tJjiii.n J.incUun wuh
trainaon W..ir. .l.-r and Naahua, Furl i,, .•|l.-.h.ie, Veriw.Bl
aad M,aa.icliuaeite. Peiea4B»o..«h aad BWrley ■ a.li.Mda.
,.._._ «^. The 7 Mil train connect, al Woraaeiri f.»
SprtngBeld, Albany and New Vorii Illy, Und Route. The 1 1
:ill irain c.nnecla al W..rreal. . h.r Providence.
Tlie4..dltraiBc»Biie.la al Wo«-*aier h.r New Y..rk t:«y via
Norwich iiei Steamboat— down lean iiect al l.»w ril with
B..ainn and U.well. UiwHI anJ Uwreaee, Boati.n and Ma.ii.-,
and Eaaei RaUroada. Till- 12 31 train down oonnocta direnij
wilh train for Portland. CHAS.r.«»OVB.S«FH. Naahvillo, June
4. 1881. Jeldtf SUMMER ARRANOBMBNT.'IB TWO DA41-Y
TRAINS, aeeb wv. ooaaawtlM at ■•'hnra Fall, wbh rheebl.e
ialleBad— al RaBaad tjAh t-*m ka amrMtf trrmm*. Iteaae
via "■^syy*''**^ Me and tha Wool-aBd al lurtiagtoa wllb
MtaamMg oa lib. ObBMBMlB, ibeaaa eta Ogdamiwfk M
BaBMa aaA the VVeol-or lo Jl..re«i— bolui Ike ifcrtaai abd
bmH eiie-d.iiou, route between Lewdl aad ■arbajlea.
Ifden.kuigb, Montreal and Ibe Muniraal aad the WaMaia
Uilee LOWBLL mMi^g ■roe* i. »- al7.Bb gAd 11.311 A. M
.cnneciiog al Urui.ui Jparilon wllb Tralaa oa Piicbkurg Kailr',
ARTIFICIAL FLflWERS, MILLUIFJIY OitODA, Aa-. No. 88
MaaaiM.ca .ik.bt. (Ihird d.Mir eaatol MuaeuB.) /e/vfU,
>faa«. .num. tfKumvKa, OVBHINO 4k MACK, WNot-aiu-B
anu bbt.il uaauaaa ib dTOVES, HOLLiiW WARE, Ac., Ac.
BaaaniBnt Story of the Sd Univeraallat Church,
Jirer4alatrB.I, DaBiBiOu.MiBo, (Janl) Baw.uuO- N«e.. Bilk
aad Straw Mllllaar, |anl4 SaaaSTOBB. ly* JOIIN PRABSOM.
WHOlBtacB .BO BBT.II. nBaLBB IB w, I- GOODS, oroi:eku:h,
fiireion and domes TIC FRUir, Ac, Ac, Ba. 3 BavlaBs Bank
Balldlai^ (lat4oor fn.ro Meaera Roger.' Jaald «Ae«Bc*M_ n,
own loaaea, aure.l dwelling liiuieea and fliiin.ra md I tna.,
atorra, n.errtiandiae ah' Ira haxardoua. Olraclorsi HKWALLli.
MACK, Prraldeut ari' in property. Inthe»« .per uropeity not
ekllioma, Nramith, An.lrew I'. \Vhe.;liick, Jiiobnn Convene,
Edwuid F. Waui.n, 1849. Jamee II. Ilaod, I'el.-r P,.wera,
Chartea B. l^idMirn, Tlioniar B. I^iiinin,. JAMFJi
DlNKMinlR.St-r'y. wa) liultl BUMMER ARRANtiK^lliNT, Naiid
after THURSDAY, J-ine S, 18J1, Pamenger raina will run a.
follnwai DOWN TRAINS l«Bva Danfortb', Curneral 11. li A. «.
and (1.40 P. M. •• Naahvllie at 7. HI, 11.30 A. M.. and « 'J.'.
P. M. UF TRAINS l.eBve BiHUon al 7.30 A- M., IJ M., an.l 4.44
P. M. l-enve U.well al H A. M., \'i .In and '.-IS P- .M.— or on
the arrival ol Iniina from B.aMh and «riiioiry on ihe .am- On .
(Count of It. hM.-alilv on Hie Inirdero of Hleae Iwu leiBla.
Wl.irh are favnrMe rea.m. for fl.hing |B.rliee. a.ol il.aear
Beaa lo U.woll. thia tal.n Wo.lid be a pr.dUable p.aee f..r ,
,..,n..r h.m«-. ..r w.eiid m-ike a d-lniiif«t. ti»aiihy and
e..ml..rl'.'.le private rea.denre. m.u For luiilirr imniiulara in-
in.re ol llf.RBHKl MARSH M.L, opiaMiie Ihe Toll Hiiueeat
Pawiycket Brulie, Uracul. "P^*" A KH A Nli i: \l l;.N r CI I M
.M 1-N ON and alter May 8, 1881, the run aa firflowa i— la-
avr I oWellal7 I8and 111 16 A 6 4^ P. M. Iicav.
Uwranceal8.l8and 11 14 A. M.» «AV 6, aad •» P. M. ef»r r
ha.i..| ll«el.Ha ale'V will h.. earned to thr DejeB /rM ol
ekaiia, kv leaetug Ihm aameeetibo Stage I llBro ahove
lio'nll..|.r,l I The 111 :gl and 4 44 P. M ira »> fr..m U.well
ala.. eon. ', nact at Ijiwrenne with im.ua I ,r llavoirbill, liieur,
Di^ ver and Portland. r^ Paownier. live lt.ator PT* E.
BI'BOFjIS, Orrici ITUAMAR A. BEARD, liKfUrV SIIKRIFP, lo
the H million BU-rV, opp.»lte lb, Amarican ll.iuae, I a. M.
^ITBIOHT, Jr., OBALEB IN Brbam aij,.cU, whirh wiH be
vaca.■a..Tiu Apply bi A. D. PUFFER. U.w.ll, May 6, 18S1.
mayJdir liOl'BE TO LET, 1^. O.N Andovcr aiieei. now 1 train,
will arriv, al Portland in ae««Hi n* Ike Streaibaal fiilVI-
KN.iH. for I li..Oi««i..n. Belfart and Bangor Tbrongh T.eketa
.old al "h.- i.Wr.-a bet.we named, aaa liaiwengera cenve>eri
o. ll.e l)e(»a frn ul cliarge, by leav iwg Hie. name, at Ihe
Hl.K. Illh.e. arr Tb.«e ginng It. ..r c.'.nlna Irom Ihe interior o,
the Stale id Maine, will nnd Ihe <...mve>an.ea by Hieae
roulea Ihe nowl elpedltn'O. ,..'1 < .inil..rt.ible. a, WeB a, the
ckrepMi of any , aud tuall win. have ma already duoe au, we
aay. Iiy them an.l .Ir. .de l.« ni.ir".lvea. 07- rBa>eng.'ra al.
e..l alh.wed lo cairy keggage above $.l2lln value, an.l thai iK-
raonai, unleo, ii.ilice lagiven a an ewra amount paid L„well,
A|Mil 3u, laiL »ay7dir ^^ MOHTIIEnW RA1LBOAB. AI-rUK
Miy fall IK.M, I'.aaenger Train., in con IM< tuin with the ran.
of ike U.weM. Naehua. •%« cord, Pa«>ii.i. pair, 1. 1.1. al.
\irm.>i.l aud Canada, tjgdeaoburg. and Mt J.ihna aiol
Moiilnal Italloavd*. Leevv C..nc.n.l bK White River Juartbia,
Well. Bivef. St. J.ihnahoiy, M..nl|ie:ier, BnilingtoB. Kouae'a
P.Hlil.Og deweharB. Menireal. Ar.. at IA30. A. M., and 8:48
P- M., and fiH Briat..l al 'J:4.'. P. M. I.eBVe write Niver Jun.
Ib.n (itt Bvelon and inlermedi Bleplareaal7 lu A. M .and I ••
P. M. and Hnebd ai edn ; A. M., ur on the an. val of the car.
from Ibe Cenual PaMMimpaic BBhb An arrangeuienl ha.
iMenmade h< running a Una of CtMrhea between the Salem
and U.well Railroad Slathm in .>i.«th Dai.ver. and Hie
l>;aairrn Raiinwd Sni.on laSa lent and alao le-tween Ihe
Eaalern ltallr.a--| and Wa.hlngt..n at reel, in Sa b-ni, Ul the
Kaaur.i lUllr.ied Suunui. and ihanse Ihrongb Fi. ml, Ceniral.
Eaaei, Uulou aud Derby .lieeU lo Phil ll|M'a wharf. . . ... ■
C,«cbea conneciing wHh the oiiIwb»4 tralM will leave
Phillip.', wharf aim A. M , ends P. M.aedthe Fjiaiern R..lr.Md
St-iimn at lul A. M.. aaB 3| P. M. Ouaehoa will be in
ieodin.-«a u|«.n ihe arrival .d ilielnwird Iraina ..I »i.»iih
Ihinver. l.l convey paaaenger, to Salem opua Ihe roiii- above
d.-acribe.t. F.a. k outward and Inwnril train conneel. at
U.well. wlHi traiB, pr,Mierding over Ibe N..bBa and La.well.
WB uin. four. .id, New 11 i.uii-.h...- Ceniral. N.wthern, Ver
nionl Central. Conc.rd and CUreiiM.nl. Conioocook TBI U-y
lUielon. Ci.nr.M.I and Muulre.il. and fooliertlwlt aud
PaMumpair River Hallniada. and ah... wnh ihe in In. peo
needing over the Stony Br.a.k Railnokd lo il.taon.aed then, e
in one direcin.n ..ver the P.ieih,.ro' and rV» Railriuul. Ml
another ever Uie Figrt.liwrg. (up aad diMra.) Vrr I an.l
Maaaa.l.u.elta.Che.l.ire. Sullivan. R.illand ■ n« o.iriingion
Bailrrwd.. and in anther directnia i»ver the Wur.e.irr and
Naih.ia. We.tera. N..iwioh aad Wor certrr and Pr.'vldence
and Worrealer Ra.lr.iada. irr Paaoeetera leivle, Hal. m IB the
aA.rBowa Train wm reach VVor.e.ler in aeiia..u 10 lake the
me««ilN«. Train f.ir New Y.nk, via N.ewirb ; and pa.wnger,
leev lag .New V.uk in HieSieamtK.it lor ^urwl. h will rem h
U.well m aeeiLon l,i lake ll.e no.tnin, train h.r Salem T%,t u
lawea ik. eB.epaal aad aiea« oaaeeeKOI reef, Aiwen lUlim
.ad />'■» lurg. TMB..min Ti. aara are f.irnlahed fr.>ni Salem
to New York at Bt,.'*. le Wiwcooiei bl^i Ui UrUua HO erala.
Ui Niv.hvllle at Fi renu.u. c..nr..td. .>. .11 ,|I..Vi, and to
Maweheaier.tl.|.4 ., ^ „ n-r- Ti. k.l" may l» |in«ur.-d of tha
Tn ke| MaMer ai the I'.aai.ru Railroad Statb.n...r ..flbe
d.iven.l the Car h « M PUIUairs.Preei.lent. S.vlem. No».l8,
1^88, ^^_ B..vl8dil_ EASTERN TRA VEL ^~.;--_-^BV
NTACiE Al\0^ r?»« ,^ ^SsBSuL mti.:ammoat. Fare li.Nu
U.w.-li b' llailowrll vm lk.otwii, ^U.*> ■ ■ R. I'kland ..r
Th..mnalon ' H-'ai l>eMdeB. " ».••' 1. .. BrllB't ■' *•*" M •.
ri. .r>p..rt. " 8 8" .. .. BucBapoS, ■• '"• Fr:.okl..rt, " St". « M
llamp4eB, *• 8^ A .'. Mi.n»"r. " J.dO P.o.l.nd. " l.»0 HOiirra
connect w..li ll.«i« at B..,ion a, aheve. n» Tl l>liAVH and FBI
D* VS. leaylug U.W.II ,1 »..VI«H-k A M T.rket, f..r P.wlland
will be Hdd viv B—ion and U.well B.llr..ed I.. B-iat l.»
Portliod. free .,r harkina l..ibr t ara, on M.iNDAVS.
WBl».'«B»DAVS«»dTlll'ksDAVST.ran. a. -ilMiVr, niav he
oWa.md al Ihe .dan^.rea M.wa,- a>ai>a (yigre, c.atral ol , w
at ihe Ittlver, !•» aB of R* imi'l''a>a -liter, can pr.a-ure
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