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_ _DECEMBER 8,1917 _
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'rl-lan
AGAZI
NE' GU
_ 1 '-f!l1=_¢7£1A?\!_-0'i'PF=TflWN GUARQEAN _ _ _ PAGE rlxnsr-
-‘ Teachers. Parents. Pupils, /wr ly-._.;_--.
ARDHA
N F armrrs. Dairymyn. Horsemen
;nlE scllool. -l 1 _AND _V
nllso _
4 0 u
u 4 0
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FUDAMENTAL NOTE IN EDUCA-
_ TION.
By Mr. Percy Pope
Read at the Annual Convention of
the "'i`ehchers’- Association of P. E. i., lleld_ in tilts city last September.
_ _ a--__
Foreword.-l-lerbert Spencer defin-
l-s life and action as u. movement l'l~olrl llornogeneity to lleterogcneitv- i'roln_ the simple to the complex. If this be accepted. then Education, the- proper function of which is to enable thc illdiviclnal to adequately play his part `amid such growing complesity, must involve dealing witll an e"rr increasing mass. oil spelcialized de- tails. ` _
You are all forced to realize this
by the growing` difficulty you experi- ence in handling the subjects given to you in your school curriculum.
Under such conditions there arises
il danger, namely, that of losing sight of the fundametltal purpose of all true education which is not merely to store the memory with the greatest possible number of ideas. but rather to produce lilo largest measure of dl-vcloplnellt, possible to the individ- nnl, ill the direction oi' thc ultimate purpose ot' lrlortal lifc.__
Yon, r-specially the ladies, appreci-
:ltc thc truth of the saying “Too many cooks spoil the brotll.’_' May it not be tha-f. in the multiplicity of sugges- tions offer'-f-ll the educational stew while it figures more pretensiously on the Merril t"ard, may prove less wllolcsolne-- less fitted to fulfil its propcr function which has been be- fore statcll is "to bring about the lnlfgest measure of development, pos- sible to the individual in the direc- tion of the`ultimate purposes of mor- tal life.
May l ask you, therefore, to set
asldc for ll short while all considera- tion oi' subordinate phases of the lnllin problem and to concentrate- your' attention upon the flrndamental aspect of the subject.
To begill with we may ask the
question. What should be the chief object of education? More than two thousand yetars ago Plato wrote,- "ls not that the best education which gives to the lnilld and body`ail»the force, all the beauty. and all the per- fection of which they are capable?" We might study this ideal with ad- vantage lnlt to do so would require not half an hour but many days. A more definite glimpse of our objective is what we require at present. To obtain this \vc must needs face and not solnc sort ot' answer to another qucstionf namely: “Wllat ls, or rath- er_ what should be the chief purpose of rnortul life?
Ordlnariiy \\'e ure led to think. of
thc individual mllu 'not so lnucb, ii' at ull, in l-elution to his ultimate pos- sibilities, us in relation to his status ill tbe.sociul organism. We conceive of him as lt good farmer, u skilled trudesman, u successful business man, a learned professor, a great scient- ist, an eulillent divine, etc., etc.. alld .soruetinleg stop there making the production of’ thcsc sole objectives oi' our conscious ei‘t'orts.
llumanity, ns the years roll on,
seemingly grows ever greater while the individual sinks into a more or less insignificant unit in the great economic machine. The consequenc-
*~W“@»vy
1... ,M7
Start Tomorrow _ and Keep It Up _
Every Morning l
exclusively will be found to be most- °°l'|0\lS. for if we -limit our- education- al efforts to success along these lin- es. with no higher ideals and no visi- 0l1' of anything beyond. the -result will be not only disappointing but disastrous. , -
Let us endeavor to ascertain why
this should be so. All knowledge is
number of perceptions it coordinates 'md the duality and range of the cou- clusions reached. _
K“0W\°d8e of the inanimate forces
of Nature which are treated of in Ch°\'nlS¢\‘Y.' Physics, etc.. etc., is use- ful in so far as it increases man’s con- trol of _such forces and' gives better direction to his activities.
Knowlege of organic life which is
set forth ill Natural liistory. Biology, €l0.. etc., enables man to secure a mlore sutlsfiactory .adjustments with living things. to utilize their services and avoid their attacks.
Knowledge of the human individual
in_his social and economic relation- ships as embodied in History, Liter- nture, etc., etc.. is most valuable, in that it adds immensely to the sulrl of the student's conscious experiences.
’l`he development oi' the students
intellectual powers, which is the pro- pel- function of Mathematics, Logic. PBY0h0|08Y. etc.. GNL. is not merely desirable but is absolutely necessary for upon it the status of the individ- ual. as a reasoning being, depends.
Hut. if our schemes of education
are limited to imparting ideas along these lines. if the pupil be not taught to hold all -such knowledge sub ject to and qualified by higher per- /ceptions which direct attention to the nlore important phases of llfe's problem and awaken the pupil to ll sense of those larger issues which lie Outside the range of these special studies, it will _lose much of its value and may even become llur'ti'ul. That is. if the emotional lifc of the soul is not sufllcierltly provided for, or is ignored' in our scheme of instruction then education in its highest form will langulsh or become impossible.
The problem thus offered to us is
no new one. Solomon, ill his day. declared that “of making many books (the setting forth of ideas) there is no end and much study is a weari- uess`of the flesh.” Since then tho Ftllliilly of ideas has increased many fold and thc flesh becomes wearied ill its attempt to grapple with even a small portion of them._ In his wisdom Solomon suggested that nlan _required a guiding perception of the underlying realities ol' life to lead him safely through the mazes of knowledge. This he offered, in his “Fear God and keep ills command- ments for this is the _wilole duty of man." Thus he threw back thcrin- tellect upon the in-tuition the same as the basis of all true understanding.
if we do _not similarly attain .to some
such master perception that will uu- derlie and dominate all our schemes of education and that will enable us to appreciate the significance of our stores of kllowledgc. not merely lil terms of present utility but in reis- tion to our lives as a wbolc our edu- cational systems cannot prove satis- factory. To teach the pupll's lingers to t'orm letters or' figures, his mind to recognize them as symbols of vocal sounds 'or concepts .and by their means to render it possible to impart. to him ideas is a most wonderful and important work, for upon it thc pu- pil’s mental progress depends. Yet. if it be not realized that all this is but means to an- end and if this end does not involve, coincident with each step the growth of a deeper conclous- uess ol' the significance ot' each item of knowledge not merely ill relation to the seen but also to the unseen such system of education will fall very far short of what it could and should attain to, '
_The measure of any system of ed-
ucation is the man it produces, and however plauslbiy the plea may be advanced that the school has only to do with the intellectual develop- ment of the individual, it will he i’ound ill practice that the school does profoundly effect the mental attitude of the pupil towards the problem of life as a wbo_le. negatively perhaps more ‘than positively. and to tends
Gst In the Mbit °f drinkin! ° ; E.l...0...l G. A. Holmes, late cms:
glass of hot water befor! _
breakfast.
We‘re not here long enough. so letls
makr- our stay agreeable. Let. us llvc well, cut well, digest well, what 11 glorious condition to attain. und yet., how very easy it is lt' one will only adopt tho morning inside bath.
. - tmed to feel
ill() develop or leave undeveloped his
I soul.
_inspector of elementary schools in lliingland, speaking of the German and
_ fiflngllsh ideals of life and education
says-
lrl German education the pressure
of autocratic aufihority is constant _and strong. This tends to To lnechanicalize life;
To externalize life; To weaken the will;' _ conformity to an artificial slander.:
of efilclencv takes the place of con-
I-‘olks wllo nro accus o _ ' ' ~
_ _liormity to the vital truths of Nature.
‘hm ‘md h““VY wh_"‘" they Misa' H2113 land plans( only by developing; the
f.ing headache, stuffy from ll c . fum tonglm nasty brenm add ,,t0m_ilnstlnctlve intuitive side of us. (Our
ach can instead feel as fresh an uim°""'l “““¥"°S') -
' ‘ ' The result of such imposing cf ar-
duisy by 0D0ni“€ the Blum? €\Esh:g;Itlficial ideas upon the pupil is to
system each morning an but the whole of the internal poison- ous stagnant matter.
Everyone, whether ailing, sick or
tstatistics- in 1912 irimes of temper
wan' llhmlld' each mornmfg}enibe‘;)|:§‘ among children in Germany were 120
tlmes»lnor'e numerous than in Eug-
breaktast. drink a glass o water with a teaspoonful ,of limestone phosphate in it to wash from _the stomach. liver and .bowels the prev- ious day’n lndlgestihle was-te, sour bile and poisonous toxins; thus clean- -sing, sweetenlng and purify|¥\K UW’ entire alimentary canal before put- ting more food into the stomach. The action of hot -water and limestone phosphlte on an empty stomach IB wonderfully invigorating. it 010011! out all the sour fcrmentatlons. Sl-WB. waste nnd acidity and ENGR One 0 splendid appetite for breakfst. While ygn gre enjoying y0\il‘ bl‘8ll.kfl\Bt thé water and phosphate is lllllefll’ °"` tractlng a. large volume of water from the blood and gettin!! l`9“\'|¥ f°\` ° tllordugh flushing of all thc inside or- guns.
'rss mllllon_s ot people Wl\° "°
bother-ell with _ constipation. blliwl spells. stomach trouble; others who have sallow skills. b\°9d d|5°\'4°" and sickly complexions are urged K0 gm 5 quarter pound of lImesto_:}e pho=phate fromtllo drlltl 1~1l°\'°~ '§ :_ will cost very little, but is suflic erik tmmnke anyone a pronounced crm
I
on the subject. or inside-bnthlns \’9f‘”`°
delrden sensibility, which makes for cailousness in weaker natures'and brutality in stronger. By-their own
land. Crimes of shame 40 times more numerous. _
Speaking of England. he says:--
-learn." ' . ‘ '_
in speaking of our failures to ex-
press our practical ideals of life in our educational methods he sayslw-
Many of the weaknesses which the
war has revealed in us, in particular, the want of discipline. which has manifested itself in strikes. slack-
" 0! tldonling this point or view toolto unfold its hidden life-how best 'ro
valuable in exact proportion tv'“th¢"1uo~deeper emotion- but possessed of
“l`n our blundering instinctive sub-
conscious way we do sometimes, ugl- der the stress and guidance of prac i- cal experience, arrive at truth. We owe to this our great empire. We owe to it this soul perception of ours-
whst is best and most hopeful in -our _ md” md 'wmmgr mg who; 0;”-_ordinary cold crc-rms. tiare should be ideal might dh for un in the region of our unseen life we 'have yet to
in educating it to harmonize order with freedom - direction with spon- -taniety - organization from without ,with growth from within-is a proh- 'lem which will give us much to think about for many generations."
You may be tempted' to consider
these mere glittering generalities. uae- _ful _in so far as they stir our souls
little practical value. To grapple with the problem of intellectual dr- velopment seems practicable but as ;regards the spiritual -there is seem- |ingly no safe foundation to build up- _on. May it not be that our difficulty is one of terms. We ure grappling with |spirb.ual _p,rob'lem.s every' day. though we do not recognize them as lsuch and whether we are conscious lot the fact or not we are dealing lwith them every day ill every depart- -ment of education
A few minutes thoughtful consider?
ation will convince you that no other -factor' Q0 profoundly .influences a !ulan’s theory- of life.. upon which ills status us a responsible being depends. as do, not merely the ideals presented to 'him during his school life. but negatively, still more profoundly .:. many cases, the lack of ideas which are essential to right understanding.
The school for good or ill is B. prime
,factor in soul development, and, let ‘ure repeat, it is not sufficient to pro- duce good farmers. successful busi-
|uess men, learned professional men. great scientists, eminent ti-lvlnes, etc., etc. Deep down in your' hearts you realize that a man might be any of 'these ami full far' short ot' true mall- llood. The fumialnental.-1 of true manhood .go deeper than any of those filings and 14-_st upon the quality ol' the human soul. it follows from this that :L recognition fllat rnnn'a life and destiny must be collcclvell ot' .ln terllls of imrnoliltllty is esslltlal to any system oi' education which can hope to advance along true lines. You lnay say that it is the l'unci.ion of the clergyman to_deal with this phase -oi' the subject. True, but while you can with advantage leave ull theological teaching in his hands, you cannot banish practical religion from your schools without disaster. This truth is more clearly dlscorneil in England than here. Mr. ll. A. Fisher, the new Minister of Education, in presenting his educational bill to the House of (lolunlons, said:» .
"We assume that education should
be‘..tlle education of the wllole man, Spiritual, intellectual, Physical, ami that it is not beyond the resources of civilization to devise a scheme of ed- ucation, possessing certain common qualities but admitting at the same tllne large variations froln which the whole youth of the country, male ami female; may derive benefits. '_
ln every day life, in our social re- lations we are facing this problem,| after s fashion, our emotional life then is king over' us. ill common speech how often have you nrade the remark So-a.nd'-So has no heart. You did not wish to deny his possession of the organ which fulfils the function sfspunlplng the blood. :through this veins. 'Phe ldead you sought to con- vey was that in such a,man the higher characteristics of humanity, the breathings of a true and noble soul found no expression-they were unawakencd, dead or dying. You discerned the evil clearly enough. Carl nothing be done to abate it? The cally str~u.g'gle for existence is so strenuous that tlhe true, issues of nlor- tal life are apt to be ignored, but the soul has to be taken into account for soul development is the basis of all- true individual and national progress. The importance of spiritual develop- ment as far transcends that of the intellectual as the Heavens are above the Earth.
But 'you ask. “granting this, how
can spiritual development be provid- ed for in the school."
Have you ever attended a hockey
match in which the dominant idea in the minds of the players was to play the game in a. clean. gentlemanly man- ner, and again one in which the dom- inant idea was tbat which character- lzes the Prussian today-namely to win at any cost-eondoning brutality and dishonorable methods by the plea that these are necessary to attain the endsought for. is there no room for education here? I think that you will admit that there ls. And yet there is spiritual education. Is there any- thing of this sort takes place in the school? in the pupils attitude to his fellows his work and his examina- tions. Do you th-ink that boys can be taught to play_the game of life »fairly? Do you think that it is lm- portant. that they should be so taught? if the school ami the home- brcathc .out beauty and truth do you think the
o-~¢-so-o--s»~U~l--0-¢~e»o~4-»o--v-0-o-o--»_»-0-0-on
,W_om.en! |t’s Cheap! Use Lemon iulce _
l and Make Loilon
n~u..¢-~¢~-s~~e~~»~~c~o-~¢..n-~»-4.. .q~¢..|..¢..¢..g..¢.4.¢..¢..¢.¢.q
To keep your skill and complexion
naturally soft, white and clear at all -times you simply must use a lotion ‘ or cream every day. But choose the one that is best and costs the least. ' The juice of two 'fresh lemons strained into a- bottle containing three ounces of orchard white makes a whole quarter pint of the, most re- markable- hesut l f’~n at about the cost one must Xu- ~»' a small par of
taken to strain the lemon juice thro- ugh a fine clotll so no lemon pulp gets ln, then this lotloll will keep 'fresh for' months. Every woman know! that lemon juice is -used to bleach and remove such blemishes as freckles. ssllowness and tan. and is the ldulakln softener, umoothener - and beauflflel-.' - - Just take this lotion! Mako up a
.ness at work and over-drinking ls due to the fact that the _manhood-of the mftiou which in not disciplined as in Germany by a despotlc State. doell not learn during the periods of childhood land Adolescence to discipline itself
break felt .
(The mom ,M9 of educmon lg neg; Your drugglst will sell three ounces llected.) l-low best to let the smug of orchard white at little cost. and any.
genomics lm-now nm so lien llqrvw *_"l'°“PP‘¥ il" '°’“°“°-
quarter pint of this sweetly fragrant 'cream and massage it into the face. neck. arms end hands. it should nat- urally help to whlten, soften. freshen. had bring out the hidden roses and beauty of any skin.
soul-ef--tho. child wlll_4=emaln ~unci‘fact~ ed?
tif we foéis our pupils' attention
solely upon intellectual development and totally ignore character building in our prize lists and in recognizing the work done by the teacher we can- not expect any results. What is your own judgment in the matter? Have we in our anxiety to de/velop the in- tsllectmbpowers evinced a. tendency to overlook the claims of both body and soul? -
Our school playgrounds, the en-
couragement we extend to athletic sports areproof that we are not whol- l oblivious to the claims of the body. gut granting that we provide a cer- tain amount of excrclse"for the mus- cles, is this all that needs to be done? is due advantage taken of the oppor- tunity afforded of developing the soul. The Englishman holds the rank he does in the world today not in virtue
of what ho lelgned ill the classroom, but because ll has developed a vcr tain quality of soul, acquired very largely through exercise in sport. lt was not for his scholarship but for the work he did in raising the ethical tone of the Public School that Thomas Ar- nold won the love and ad-miratlon ol' every t-rue Englisman. Speaking in this connection Kingsley said “Woe to the class or the nation which has no manly physical training-Be sure
the Persian of old, eflleminacy, if not twin sister' of cowurdice alld dishon- esty, ‘has always gone hand in hand `with -them. _
We realize this after a fashion, but
do we carry such realization into uc- tion? is it or is it not a fact that soul qualities such as l~`ortltnde-Self’- Dependence-t-‘_o1nr'adcsllip. A just recognition of the rights of olhers- can' bc- developed through manly phy- sical exercisc? if so ought. not such development to be a recognizell feat- ure of all educational work? Ought nog, the ethics and discipline oi' the class room ami playground to r'cl~eive- ns much -attention as intellectual dc- velopmcnt? is it it matter of minor importance whether our boys are taught pluck, endurance. _love of fair play. hatred of mcanness, subjt-cticn to discipline or their opposites? is lt. a question of little consequence wheth- cr at football or cricket they acquire the manners of a clown, the language of tho slums and the brutality of a prize-fighter, provided only they will; or courage and trlle manliness in con- nection with courtesy and sl=lf‘-res- traint? Are these last qualities of less value than the ability to repeat a -problem of Euclid or to give cor- rectly the names of the Kings of England?
Which constitutes the most. im-
portant -factor in true manhood? Ev- ery single act ot' human life can be made subservient to Soul develop- ment--character building. Every tea- cher can mould to some extent the- seul of each pupil. Tile Stafeconsid- ers that ignorance is such a mellace to the body politic tllat it insists upon every child 'being instructed. is the morul stamina .of 'its citizens-of' less importance than tl\c~ir intellectual capzlcityf What is the lesson to be leurlled from Prussia? Surely, tllat it is of nluch greater importance? In linglund in every large public school the value of' moral training is 'more or less realized. The discipline of the pluylrlollllll is u recognized feature of ezlllcatiollal work. --
Here our individual teachers appre-
be sure that ever since the days off
building and every true te her, is working towards this end. ut do. our systems of instruction adequately with the subject? Y say how is it possible for a -single eacber with the opportunities afforded by the ordinary country school to do much? Certain- - ly ig is difficult. But tlle_ half paid tteacher and the present type of coun- _try school must 30. and the sooner the better, ~to be replaced by the con- solidated school with altogether high- er ideals of what is involved in edu- cation. _ _
We breed as good raw material here
as can be found anywhere. Our farm- ers are .financially in 9, position to have lt worked up into satisfactory types of manhood and womanhood. but as yet they do not realize' their responsibilities.
When tile problem is fairly faced
the solution will be found. Mean-
ly before us. Everything which tends ln stimulate u. child to higher action, to unselfishness, to lovc-, to adoration,
regarding -the superlative importance of developing in himself and assist- ing to develop in othersall that ill noble. bc-autitul and good. as compar-
Ied with, the acquisition of material things--money and possessions-ew lery such thing ought to be utilized. To young lllinds tales of heroic deeds are strong stimuli to the development of similar qualities in themselves. The systematic recognition by the parent and teacher of each unscliish act, each effort of self discipline. each courage- ous and honorable deed as- being of infinitely more importance than the rrlerc acquisition of ideas. would lead to the -:llloption by the scholars of higllcr id:-als and have at wonderful effect in building up cllaracter.
Should not this hc rccogllizcd as
pertaining to any truc system of edu- cation? More should li not be recog- nized us llllldanlelliul? Should not this be taken illlo account by Board of Education when passing* upon the qllalllicatlorls of' a teacher? Should not our children bc taught that each deed and carb thought. makes not only for tirme- but also for eternity? if his- .tory teacllcs anything it tells ul-\ that the people, thc nation which ignores these truths or fails to bring them to bear upon its daily actions, whatever may be its wealth or intellectual _de- vclopmcnt, is on the road todecay. ~l<`roud‘s. wilo certainly can speak with a certain measure. of' authority, says: “Now that which distinguishes a high c-rdcr of man from a low order of mall, that which constitutes human goodness. human nohleness, is not su-rely the degree`ot' enlightenment |with which men pursue their own -advantage. but it is sell’-forgetfulness, self-sacrifice, it is the disregard _of personal indulgence, personal advan- tages, remote or present, because some other line of action is more right. Frederick Amiel writing more than t'orty years ago said: "What isthreat- ened today is moral liberty, con- science, respect for the soul, the very nobility of man. '1‘o defend the soul. its interests, its right, its~dignity. is the- most pressing duty for whoever sees the danger." What the writer. the teacher, the pastor. the phildsg-_ pller. has to do is to defend humani- ty ill lrlan-'ll/lair, the true man, the ideal man, such should be their r'ally~ ing cry. War to ull that dobases, dim- inishes or degrades hlm;_ protection f'or all that fortifies. enables and rais- es him. It’ a systeln injures the in-
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character it is vicious, if it injures the
tem can iniure as much, if not more
nn >' - -
sary as by supplying what is of doubt-‘ _ ful advantage.
Our teachers are awakening to in
ever-increasing degree a deeper sense of their duties and responsibilities. But is the importance of the issues lu- volved generally appreciated? Surely not. or the status of the teacher would! be very different. instead of being the worst paid of all the professions it ought to be the best. The. true tea- cher will ever flnd his reward in the' result of his efforts with his pupils ru-‘ ter- than lu any monetary remuneru l tion. But culture and intelligence can neither be obtained ol' supported on lnallfliluate means. und teachers are to a great degree bourld ln the chains
cripple instead of nldlng them.
0111' Brest need at the present mo-
;science to lr. sense of duty ill this matter. that secured of a generous` lsupport our educational efforts may; _biz raised to higher and nobler lcv- _ e s.
U .ls any sacrifice too great, any mo-_ ney ill spen-f. which will secure to ourt chlnl.-en ..‘ trslnlngsna alsolpllns that' - will enable them to become-notmere
;ly successful business or professional `
lnen nor women but ill an ever incrcas-" ing degree as life lasts, better and! _truer men and women--better and purer expressions of ‘tllat power that in_an.|'u‘bon¢ us mskesfor righteous-,
ness. _ - _
This war is forcing us to recast. our
standards as regards botll manhood. and womanhood; We must needs fo' recast our systems of education __.to' ,meet the requirements ot' ollr new’ ildeals and the flllldamental require-Q ment is that the demands of the soul be recognized as being more im-_ portant. -than those of the intellect.
Locking this we will fail as a na-,
tion and as individuals. ' -- " 1 ' _'i‘his l submit .should be the funda- mental note in education- _
What constitutes 3 State? ` ' Not high-raised battlement or labored . - nlound, _ Thick walls or moated gatc-; j Not cities proud with spires and tur~'
rets crowned; _
Not bays and broad-armed ports. . Where laughing at the storm. rich
navles ride; _
Not starred and spangied courts, ‘ Where low-browed baseness wafts pcr-i
fu-me to pride;
No; men, high-minded flncn, _ W`ith powers as far above dull brntes
endued, _
ln forest, brake or den As beasts excel cold rocks and bram~
bles r'ude-~ _ _
Men who their dutlel know, Alld knowing dare maintain;
Slr_ A. Conan Hoyle, -in August Strlnd.
Education must be of character ra-’
ther- than mere learning, for Gerlnanyi has showu‘us during these dreadful days that the possession of knowledge when it is unbalanced by cllaracter, turns a modern man into the lnosl dangerous type of savage the world .has ‘ever seen. l
»1>3&i-&-1-'h8-- 111111011!-IDGB of _ c racter telligence it is _bad,_lf _it iniures -the'-ll D fr 0 6 0 00 O-OO E000*-OOC
f U
conscience ig is criminal. Ann n sys- 1|- FARM 2 by u failure to su l what is neces a'|°i-+§'|»'l"O§O*f§OOC‘O'P1'
nnorn' on A sm/lLL l=l.o'c»< or ewes;
(Experimental Flrmc Note)
ln-' October, 1916, a flock of 100
grade ewes were purchased at public auction from the C.P.R. Department of Natural Resources at Caaldaie, Al- berta. 50 Shropshire shearllng ewes at $11.75 a piecr_- and 50 Merino three-year-olds at $9.50 apiece and u. pure bred Shropshire ram at $42.50 also 6 old _ewes at $6.00 apiece. To this really should be added the price ot' u second rum as the service of one was obtalrred from ll llojgllbor- who “'11-‘l Planning to lamb around six
while our iineof direction lies plain- ofa system imposed upon them. -W.-' w,.,.;,g ,,,. sn mm, Um" W0", wp
Colt Ui Winterlng.
which leads bl-m_to form correct ideasiment is to arouse the public con- A record of the 00,, of wintering
was not attempted as they were pas- *-Ureii On the stubble fields and hay meadows most oi’ the winter. Tho f<}€,¢l Uni! _\}'1i_< given' them. during the severe part'of_ the win`tel;,_wa damag- ed hay and 0dd_B and i:n_ds_of language that had little' or no' market value. T,ll6 Onlif, Classof feed given that would not be apt to be found‘ on the ordillary farm was turnlps. As we llaiillened to have tl surplus of these they were given a feed of sliced tur- mps daily f`or most of the winter. At lalnbing time a little grain was fed also some hay ot’ good quality. They Wolf' fell grain (barley and outs mix- clll t‘roln time ot' lanlbing until turn- ing oul__on grass, _` ch one prob bly l-cl-clvml_lllrolll_ one ggllnduil grumilfnd l\i'.0 lmllntla nf hay daily :lt_.»~tllis tlmn. _ _ a -
D995-
_ The llullgcr from dogs,l`s'_,very rgal when sheep are kept, under farm con. ditions and usually the' closer one is located fo a town the greater becomes the menace. Strlngent laws arrang- ing forthe destruction oi' dogs which are not _llc-pt under the owners' close supervision arf- most corlllnendablc. Tile Letllbrldge Station is only nbiut three miles from the city of Leth. bridge and consequently there are more stray dogs wandering about than might bc the case in n. farming com- munity mort- remote from zr large towll.
One night in February the _coral in
winch the ewes weroconllned at night was visited by two stray dogs. Their presence 'was not discovered until nc-ar-ly llayligllt, ami they succeeded in killing twelve ewes. '
Lamblng and Summcring.
The ewes started to lamb on “arch
25th and the 94 ewes lcft after thc trouble fronl the dogs all had lambs
'theré"béirig'l'I_S‘ li6'r"l'l"'if1dY'1'1‘Z 'Iii' these-" '
were saved, _
'File ewes and lambs were turned
out on the grass on May 1_3th having been sllorn May 25th the average weight of flee-ces beillg 8.5 lbs. They had the run of about 18 acres of cul- tivated pasture grasses on the irrigat- ed land and in-addition about six ol' seven acres around it small artificial reservoir and orl the canal bank.
(Fontinueo on page two.)
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Concrete,” that the advice it gave no - Cct the book-it’s frce_-_and by T93 mi! lt Y°“
will 'see the _profit there ls in bu1ldm_g nn_pro_vcr(r_l_€nl_s of CONCRi_s'l`E accordmg_ to its plain. S1é11{>€Wl1;§__ tions. For instance, there s a page devote _ 0 2_1( _ d ir-g Troughs--showing how to build the samtaéy ind that will not rot., rust or lcak._ bcveral gages evo C to Concrete silos. Others telling how to ulld concrete
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mln roof and indestrnctiblc. " "* . f
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foundations for_barns. All_ these 4.-_e improvements _ __ _-._ 3 farm needs-its value will no up considerably _lf _*__ . __ . youuse concrete in the building ti i. em. ’ And _you ll ~ - ` ' '__ be able to-"wor"k"' your farm wi;'il_ lt-_ss effort an ___o;i‘a" ‘ more profitable basis -af your buildings and -ut IBS -~ ’ -
- are of the modern Concrete Th\5__l,?P°k '_ gives all the _drrectlonsyou ll n . __:¢_;._ -' _____,;;~" ,_ -_
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w' roads of concrete. You use ConCr¢=i¢ mlm iaml to reduce the cost _ofiflsg /_ ; - up-keep;-because Concrete ei gmt _ _ ..,-epairs. For the same J_‘__ellg£h____st I _‘__ forconcreteas a road mat _g » I , / no effective loneliness Md*-*Ig wstsaslnelfxmlgecmlmvm - . .
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