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The Exeter Advocate, 1923-12-13, Page 3..•••••••.. ' /Address communIcatio-n; to Aarenomea, et:Waldo 6t. West, Toronto GOITRE IN LAMBS. Question—Most of the lambs frOm at flock of grade ewes last spring had goitre when born, aid several of them died. We feed clover hay and some timothy. To prevent a recurrence next spring 1 have been advised to see give the ewes iodide of potassium. Please inform m.e if this medicine is good and how it should be ad- ministered. Answer by Dominion Animal HUS'' bandman--The Experimental Farms • have found iodide of potassium to be good medicine for ewes to prevent goitre in the lambs. Particularly sat- isfactory results were obtained at the Eicperimental Station at Scott, Sas- katchewan. The results of this work • appear in the Report for this Station for 1922. There are two ways of giv- ing the medicine. One is to dissolve ;one ounce of iodide of potassium in two quarts of water. Give one table- • spoonful (one-half fluid ounce) of this solution once a day mixed in the food or water to every six ewes in the flock. The other method is to mix the iodide of potassium with salt. One hundred pounds of salt should be spread out thinly in a dry room till it becomes thoroughly dried. Dissolve by stirring two pounds of potassium iodide in two quarts of water. Sprinkle this solution carefully over the dry salt. Mix and dry if too moist. Keep the salt before the flock in a box or trough, preferably inside a shed. The first way is perhaps to be preferred for the reasen that some sheep Will use more salt than others. AN ORCHARD PROBLEM, Question—A four -acre orchard of Baldwin apples set out about twenty years ago, in good soil, has been inter - cropped and was fertilized heavily the first ten years with stable manure and for the following five or six years was plowed and harrowed about once a year and further fertilized. The trees made excellent growth until the severe winter of 1920-21 when about 35 per cent. suffered severe injury. A small proportion of the surviving trees con- tinue to grow and bear well. Would you recommend abandoning the orch- ard or re -setting? If the latter, what varieties would yo' -recommend? I am thinking of setting out another orchard of Kings and Beldwins. What would you think of the idea of using strong growing two-year whips to be top -grafted? What stock would be the best? Answer by Dominion Horticulturist --One must use his own judgment as to whether the orchard should be abandoned. It would seem to be. a good plan to plant young trees be- tween the old ones where it is pos- sible to do so Witrc;ut the young trees being over shaded rather than to set the trees in the old places occupied by the old trees which have died. Heading back may be necessary to give the young trees a chance. Old trees could then be removed as they fail which would in time give a new orchard. If you decide to plant trees for the purpose of top -working them, the Northern Spy would be a good var- iety, as if anything happened that your top grafts did not take or you did not get a good top, you would have a good variety in the Northern Spy. Agriculture in High Schools, Ontario By DR. J. B. DANDENO, Ins'pector Elementary Agricultural Classes. The chief object in view in introduc- ing and establishing classes in Agri- culture in High Schools in Ontario is to priivide a broader ,education more intimately associated with the welfare of the individual, his family and his eountry. This statement is intended to imply that High School education of ten or twenty years ago was nar- row, because too directly connected with eirents, opinions, and dealings of the past, and not enough svith mat- ters having to do with the immediate environment of the individual. • That dated in this broader way he will be sort of education of ten • or twenty years ago, had its roots in the middle ages when language by written signs was the admiration and the wonder of the people, and in control of a -very few. These few soon realized the tre- mendous advantage this situation would be to them if it could be contin- ued and consequently centres were • established to which those who became POLICY PURSUED. skilled in written language were at- - tracted—such centres as Greece and Rome. Oxford and Cambridge in England in early days were similar centres where Greek (perhaps Latin) constituted the whole curriculum. Of course a knowledge of the written language provided a means of acquir- ing some acquaintance with , the thoughts, habits and ideals of people of earlier times. We have this acad- emic education with us yet, though it has been improved and advanced im- mensely by the addition of Mathe- matics, Art and Science. These have been introduced very slowly, only a little at a time,—opposition by those skilled in Greek or Latin being diffi- cult to overcome. It took hundreds of years to secure any recognition for Science as a subject worthy of a place on the curriculum. 1VIathematics were made use of much earlier, but it was always regarded as of little or no ap- . plication to the walks of life. It was made as inapplicable as possible. The "savants" could "corner the market" more thoroughly and keep education within the cloister and monastery, only in case the scheme of education was kept as far as possible away from • the practical. These things are mentioned because, • to a large extent, our present High • School education is influenced by Greek and;Latih language and his- things—the raw material of food and clothing. Is it less educative to handle, ex- periment with and think about soil than to think about and study over an ablative case in Latin "or a battle in ancient Greece? In fact, beca.use of the close connection between the individual and the soil it can be even more educative. This is the aim,— to introduce a subject more closely related to the experience ef the indi- vidual, whether the individual ever becomes an Agriculturist or not, though there is little doubt that, edu- more likely to make his living on the farm than if taught Grammar, Liter- ature and Mathematics exclusively. It must not be forgotten that it is during the High School period that aptitudes are developed, habits formed and tastes are acquired. • The aim is edu- cative rather than vocational. The policy to be undertaken must be developed with a view towards overcoming the difficulties—especially those outlined in the preceding para- graph. The very first thing to ac- complish is to secure teachers, not only with some knowledge of Elemen- tary Agriculture, but' also with some sympathy for the subject itself. If eve had fairly good teachers we are reasonably sure of success, if an op- portunity is given to carry on in a High School. In order to secure an opportunity to introduce the subject into a High School an inducement is offered to the Board by way of a legislative grant, to repay, the Board for expenditure made. The teacher also receives a grant in money depending on the ex- tent to which classes in Agriculture are carried on in the school. in which he is teaching. • Provision is made whereby a teach- er may prepare himself to teach Agri- culture, ---(1) by taking the Stimmey Session now offered at the 0.A.C., two sessions of five weeks each , being re- quired in order to complete the course; (2) A graduate ef the O.A.C. may also qualify himself to teach Agri- culture (and other subjects) in a High School by attending the Cqllege of Education for one year. To be ad- mitted' to the College of •Education • such graduate must have, in addition tory, and people have so long been a . led to believe that these things and L'c' his .A.C. course, the standing of • ohlV these can properlee be called edu-' Honour Matriculation. cation, that a subject •such as Agre.! P present very few teach - culture is not regarded as worthy of, ers have qualified under either method a place beside these subjects. and, until a supply of teachers is se- • The aim is, therefore, to introduce, cured, progress will be slow. With respect to the course of 'study Agriculture to the High School Course! of Study, claiming 'that it ills in nigh Schools, a step in advance cational value, no less suitable thanH has mcently been made whereby Agri - several other subjects, for the purpose, culture -may be taken a's an option of developing individual ereat- with Element'y science' thr°ugh°ut • t e Lower . the Middle Schools. Ing in him a power to think, and to appreciate. his environment. Elemen„. I But, owing, to the lack of teachers and • tary science has already payed the to the general antipathy to the sub- way to a very great extent, but the' ject itself on behalf of teachers and High Sebool buildings, ground aad, others, progresshas been slow. j F • is to encourage by a I equipment have never been provided The Policy with any other end in view than that gradual process of education rather book eclucation---educa.tion through than by regulation. printed language, is the only educe:- METHOD OF TREATMENT. tion fostered by the school. ,But this In order to teach Agriculture in difficulty. is relatively unimportart ae High Schools it is necessary to have compared with ,tlic attit-ado of people, some general understanding with re - of Boards, and of Teachers. . spect to the scope and nature of the The aim Is not to • make Agricul- work to be carried on under the head- toriste by teaching Agriculture, but big "A.griculture." A common notion, rather to sdaaate thers by means of especially among farmer, is that :f 1,15.-Aiarruri al things, • agricultural agricnItere and farming are synony- n oine very much wor-, mons terms, and they reach the con elusion that if farming is to be taugh L 5 there must be a farm on which work, Some modification of this vie is necessary, and the conclusion no reached is that agrichlture and farm ing are two •subjecte,,--agriceltur dealing with the seiences directly con nected with it and 'farming" concern ed with the actual operations levelve in making a liv rig on a farm. Thi CtIStiTCt,jQ is fize as a a on which to arrange a course of studs This eeing the case, laboratory, an ; plot, neighboring imtitutions such a a dairy farm, a poultry plaet, a frui ; orchard and the like, are the base of accommodation for carrying o I such work. As the work of such a curse o study is a part of the regular schoo woek'nf the High School pupil, it i incurporated into his system at time when lifelong impressions ar made. It becomes a part of th scheme of thought of the pupil and whether he, or she, finds it advisebl or necessary to live in the couatry the knowledge gained and the impres sions received will have a lastin influence. In order to secure a suitable type of work for the pupils, no text bool is prescribed. The course of study is to be carried on by means of indi- vidual laboratory work with instruc- tion by the teacher and by the aid of reference books and other publica- tions. There is always a danger when there is a regularly prescribed text book. •The work has a tendency to be made book work, omitting much that should be taken. It will thus be seen that Agricul- ture, as indicated in this method, is not vocational, though it is expected that, as time goes on, courses much stronger in Agriculture can be given. This .will not happen, however, until we have in our High Schools some prin- cipals and assistant teachers holding the degree of B.S.A. But all of this takes tune. To show one of the changes coining to pass In the High Schools and Col- legiate Institutes during the past twenty years, it might be worth while to point out the change of viewpoint of the people with respect to the teach- ing of Science. In 1893 eight per cent. of all the principals of High Schools and Collegiate Institutes, who were Specialists, were Specialists in Science, and in 1921, twenty-six per ent. PROGRESS AND DEVELOPMENT. All educational movements which re worth while, are necessarily slow. Agricultural education is no excep- tion. Looking back over the past wenty-five years and noting the teady and pronounced development n the teaching of Science in High chools, we have a right to feel a cer- ain degree of encouragement., Pro- ress has not been rapid for the rea- ons previously indicated, but very mportant changes have been going. n underneath the surface as it were, ith respect to the attitude of the eople concerned, and with respect to he content of the work possible in a igh School. On account of the tremendous readth of the field covered by the rm agriculture, it is not surprising o see that there is a great variety f opinions about the subject and its ossible place on any course of study. ome people contend that it is not a, uitable subject for a High School upil, while others contend that Agri- ulture is really not a subject at all but a list of subjects. Still others, rnore particularly men of the city, ex.press the idea that even if agricul- re were a subject suitable for al igh Sehool course, only those con -1 ected with the farm should take that bject, or, to put it in another way I agriculture is only for those' ought up on a farm. Even among! ucationists it is not uncommon to d those who assert that, even as-; I ming Agriculture to be a suitable' udy for boys and young men, it ould be carried on in special schools agricultural schools. This view has s d the strongest backing of all. In - feet it has been acted upon in ether to countries, notably in certain states [ i . e., THE SUNDAY SCHOOL LESSON si of •our neighboring country. Th chief difficulty in earrying ori an ag ricultural education in such schools that, for boys of limitea means, such a course leads only to the position of hired man on a farm. Boys will not readily be attracted to such a school as will lead only to the farm. This view omits to take into consideration the fact thet agricultural education is education. In Ontario we are holding to the view that agricultural education is education as far as it goes, and •that as a subject it is worthy of a place on the regular curriculum of n High Schools. It is also suitable for Iboys 'whether of country ot of city, f and even for girls. s To make progress in the establish- znent of the subject on the High a' School curriculum, it is necessary to e consider all Of these views, and this e is no easy matter, especially if it is expected that they 'be consolidated into 0 a workable scheme. This, however, o has to be done. a te tu 511 br ed fin su st sh .h • SHEEP • The approach of mating time is a season when the ewes need careful watching. This I do because I have learned that ewes must be in the right condition to assure their getting 'with lamb. In the fall I go through the flock noting the flesh condition of each ani- mal. Ewes below good breeding con- dition are removed and given extra feed and care. It not infrequently happens that some of our best ewes need this extra attention. There is no other time of the year when the breeding ewes respond more quickly to a little extra feed than they dt just before the mating season. Long ago English flock masters dis- covered that feeding to put flesh an rapidly for two or three weeks before mating, resulted in •a 'much larger number of twin lambs than where the mothers were poorly fed. Another matter should be watched. Fall pasture is quite sure to keep the bowels of the sheep loose. As a result the ,manure accumulates on the hind quarters. This is not only unsanitary but also sets up an irritation. A sharr •pairs of shears 'will easily cut these straggling tags of wool. ' Do It Now. We have just returned from a trip across the prevince. On all too many farms we have seen tools out in the fields getting a real airing. A stran- ger from Mars might think that we are working under the apprehension that tools, like cattle and men, need much fresh air. But they don't. They do need to be covered from exposure. It is anomalous that we, as farmers, should complain so much about the high cost of farm machinery, and it is too high, while, at the same time, we do not give reasonable care to what we have. The plow sticks in the soil where the last fureow was turned; The cultivator shows the last job done with the tool; the disc still stands where the team was unhitched from it, while the binder is under the tree just back of the barn. The wonder is the more, since on the average farm one can generally find ample room to house the machin- ery. Most farms have some sort of a tool shed. Others have room in the buildings already up, where, by a little ingenuity, the tools could be stored until needed next spring. The trouble is that after our stren- uous work, we relax and then keep putting off from day to day this im- portant job. It often requires more urge than we can bring to bear upon ourselves to get at the task. These paragraphs are sent out for that purpose. If your tools are out, get up s6me morning, and say cour- ageously and fearlessly that "This day am going to see that my farm tools are housed." The tag ends of this season's work hould interlock with preparations for next year. Home Education •"The Child's First School Is the Family"—Froehel." • Blow Hot, Blow Cold Mothers --By Ethel G. Peterson. Last evening I saw a six-year:Old I heard another mother of this saine general type scolding her little daugh- ter one day unsparingly for what—a tear in her glove! I wondered at her harshness, myself, and was amused when the child looked up at her, and mother say pettishly, as she pushed asked respectfully, "Mama, what him aside, "For goodness sake, leave would you have left to say if I stole ine alone. Can t you see that I'm something?" I wondered too., • tired, and have my arms full?" • A week later the same child dis- No, a six-year-old doesn't often no- obeyed a strict order of her mother's tice sueh things unless his attention and came tremblingly to tell me about is called to them. I watched his bright it. I advised her to go to her mother face change, .his lips quivering, and at once, and have it over with. She his eyes filling with tears. I could finally promised to, though she said, scarcely keep from picking him up "I know Marna will whip me, for she and comforting him. said she, would." • Now, as it happened, a few days, A few days later I had an oppor- before I had watched that same youn I tunity to question her as to the out - some. She laughed, and said, "Oh, Mania was busy sewing, andeshe just said, "Well, you've been very naughty, and I'll certainly punish you if you do it again!' " That is the mother who at one time pounces upon a child and punishes her for some mere triflle, and at an - rush down the walk, to throw both arms, about his mother, who Was re- turning from a shopping trip; his face was aglow, his eyes shining with joy. Then I was dismayed to hear the mother romping on the lawn with her boy and girl, and had seen her end the game by gathering them both into her arms with almost • passionate affection. • . I know she really loves her children, but she is a "blow hot blow c Id" mother, who when tired or nervous, , o treats her children with what looks other time overlooks a much more to an outsider' almost like dislike; serious fault for which the child her - then perhaps the next day she bestows self expects to be punished. I extravagant caresses upon them. Poor • Are you a "blow hot, blow cold"1 children, they never know what they mether whoee children never know, are going to receive at the hands of what t Y, y your their mother, Yet she would emphatic- own poise, -fairness, and self-control ally resent any imputation of unfair- cultivating the same. desirable qual-' ness in her conduct toward them! ities in them? • DECEMBER 16 World -Wide Missions, Ads 16: 1 to 28: 31; Romans 15: 18-21; Ephelians 3: 2-9. Golden Text—I am not ashamed of the gospel of Christ; for it is the power of God unto salvation to everyone that believeth.—Rom- anS 1: 16. LESSON Surriwa— Three grea, events must be noted as events pre Paring for the lesson of to -day. 'Sail the persecutor 'bee became the follow of Christ and has been called to hi great work as the apostle of the Gen tiles, Second, a great Gentile mov ment towards Christianity has arise in n loch and has been approved h the church at Jerusalem. Out of thi mevernent in Antioch came the firs missionary journey of Paul and Bar nabas lathe provinces of Asia 1Vlinor Thlr , it has been finally decided by the church at Jerusalem, that Gentile converts are to be free from. the ob- servance of such Jewish rites as cir- cumcision, which belonged to the Old Dispensation. I. PATJL coms TO EUROPE ACTS 16:9-15 V. 9. A vision appeared. This inci dent belongs to Paul's second mission ary journey. Paul hsd sought to con 'nue his work, first in +he province Asia and then in Bithynia, but he wa prevented by the Spirit from so doing God closed these doors to open a wider door. A man of Macedonia. Macedonia lay across the lEgean sea from the seaport of Mysia. God was opening a continental—a world -door. Come ove? . . and help as. This is the plea from which Christianity cannot turn away. Vs. 10-12. Immediately we endeav- ored to go into Macedonia. Paul knows it to be the call of God, and loses no time in making the necessary prepara- tions. At this point the narrative begins to speak "we," for here Luke, the writer of the Acts, becomes the companion of Paul. Luke was a physician, and a man of means. He was a Gentile and is supposed by some to have been a native of Philippi. He was a man of deep human sympathies. Paul speaks of him later as "the be-, loved physician." Loosing from Troas. When the cables of the ship were loosed at Troas, Christianity left for ever all geographical limitations. Philippi. Philippi was an important centre. There was a Roman settle- ment here. It was not a colony in our sense of the word, but a military and civil community; planted by the Ro- man authorities in the interest of the Em ire. Vs. 13-15. A river side, where pray- er was . . made. There was evidently no synagogue in Philippi, so Paul went to this place of prayer in the open. Because of Jewish ceremonial washings, these places were generally by a river or seaside. Lydia. She was a native of Thyatira, in Asia Minos., and sold in Philippi, the purple dye or cloth of that place. Which, worshipped God. She was a proselyte or convert of the Jewish faith. Whose heart the Lord opened. She was waitir.g for more light, and found it in the teach- ing of Paul. Abide there. Her grati- tude shows itself in practical form. Her home becomes a centre of light. 11. PAUL COMES T6 ROME, ACTS 28: t The Acts of the Apostles ends with - Rome, as It began evith Jerusalem, 1 ,pd it tells of the gradual And pro - or gressive • brealdng down of all 'the s racial, religious and geographical bar- - riers that lay between. In his own e- hired house. In his first imprison - n ment in Rome Paul has this measure y of freedom. He is under. rnilitary st sgeleskredr's but tteirs rreuethtoconeha vi stofrhisinmd.s arid - Rom. 15: 18-21. I win not dam to . speak . of those' things . not wrought by me. In these verses he declares himself as a breaker of new ground and a blazer of new trails, a layer of new foundation. He has been called to be the apostle of the Gentiles and he thinks it his true mission to lead the way, from Antioch to Asia Minor, from Asia Minor to Europe, from the fringe of Europe to its heart —even to Itqme. The true greatness of Paul is that he, by life action and a teaching, made the gospel irrevocably a challenge to the worla. APPLICATION. • I. From Asia to Europe, Acts16 :9- 15. Paul in his secondary missionary journey was prevented from going to the right hand or the left, and was led by divine providence to Troas, where he saw a man of lifacedonia standing and entreating him, saying "Come over into Macedonia and help us." This was the cry of Greece to Judaea. Greece was rich in art and philosophy and science and material progress. Judaea was lacking in most of these things, but had other and unsearch- able riches. She had the Christ, the Saviour of the world. St. Paul was the ambassador of Christ, and through Luke he learned of the moral and spiritual needs of Macedonia, That land was like the church in Laodicea, which said,. "I am rich," and did not know that it was pitiable, poor, blind, naked. The whole world apart from the spirit of Christ is as helpless as ever. • Europe, forgetful of God, is still crying, Come over and help us." The non-Christian peoples in Asia— the cradle of Christianity—are swell- ing the chorus, "Come over into the orient and help us." II. From the Outskirts of Europe to the Centre, Acts 28: 30-31. St. Paul was a Roman citizen, and ever cher- ished the hope of preaching the gospel of Jesus at the capital of the Empire. When as far off as Corinth' he wrote a letter to the Roman Christians in which he said, "So, as much as in me is, I am ready to preach the gospel to you that are at Rome also." When he said this he did not blow that he would go to Rome, a prisoner of state, and one day perish beneath the axe of Nero, So, in all our work for the king- dom, man proposes, but God disposes. III. St. Paul's Summary of his Mis- sionary Labors, Romans 15: 18-21. We have the sphere—from Jerusalem to Illyricum. We have the method,—not to preach where any other man had preached—always to be breaking vir- • gin soil. -We have the object of this method applied to so wide a sphere,— that the obedience of the Gentiles might be secured for Christ. His aim could well be couched in the language of the hymn: Jess shall reign where'er the sun Does his successive journeys run. That is the supreme need of the world at this hour. The human race knows not how to hang together and to work together for the common weal. Only the spirit of Christ can unify the race and make all men's good each man's rule. 30-31, ROM. 15: 18-21. In Acts 19: 21, we find Paul saying, "I must also see Rome." This was not the curiosity of a traveler, but the logic. of the missionary. From the fringe of Europe he must go to the centre of the Empire and the heart of the world. In his 'Epistle, written to the Romans from the city of Cor- inth, while on his third missionary journey, he also expresses his desire to visit his brethren at Rome, and preach tlfe gospel there. Acts 28: 30, 31. Paul dwelt two whole years. Paul has at last come to Rome, but he comes as a prisoner. THE CHILDREN'S HOUR ROLLY HELPS THOSE IN NEED. Bruin stayed as Rolly's guest for some time after Roily had helped him when the bees became so saucy. When- ever Bruin mentioned leaving to go on his trip to the other side of the moun- tain, Rally Rabbit would say: "Just stay with me a little longer and some day I will go with you." And so •Bruin stayed. Rolly had made a good strong bed for him, as well as a big comfortable chair just big size. These two odd friends were very happy together. Each had his own work to do. It was agreed between them that RollY would do the housework, while Bruin brought the food and cut the wood. One day after Bruin had been out hunting food all day, he same home very tired and hungry. As he stepped inside the door of, their little house, he was surprised to find no one thei•e. "Yo! Ho! Rolly Rabbit, Yo Ho!" called BT11111. His voice only echoed through the empty house, and out into the Big( Woods. ' At the door he called, "Roll-e-ey, Roll-e-ey," But no answer came. Where could his friend be? He won- dered what he should do. Perhaps Roily was only calling at a neighbor's . . and did not realize it was getting late, Ile would go and see. When he called at Sammy Squirrel's, •he was not there. At Willie Woodchuck's house, Mrs. Willie Woodchuck said she had been away all day visiting se bad not seen hien all day. At other neigh- bors where Bruin •called, they could' tell him nothing of Rolly's where -1 abouts. Br went h ried. Hastily preparing supper, Ye sat down to eat alone. Suddenly he heard a noise outside. Running to the window he saw Roily Rabbit skipping home as fast as ever he could. "Why, Roily, where have you been?" asked Bruin as he came in. I have been so worried about you." "I was just over to Frankie Fox's house," answered Roily. "I heard to- day that Frankie Fox was sick and I went over to see if I might help him. I found Mrs. Frank with very little wood, and so I spent—the afternoon cutting some for her,. Before I finish- ed the pile it was growing dark. I am sorry to have caused you so much worry," "As long as you were doing such a kindness, we won't think about that," smiled Bruin. "ft just proves to me that it doesn't ever pay to worry. Let's finish supper now. You must he hungry, after chopping so much wood." "Right you are," said Roily, sitting down to the table. "Please pass the po 1. rid gaa " Feeding for Bacon. At the Ontario Agricultural College all litters are left with the sows until they are eight weeks old. Skim milk and middlings are the most satisfac- tory feeds on -which to start the newly weaned pigs. Rations are made up with the idea of promoting growth during the first four months by using growth promoting rather than fatten- ing feeds until •the pie's are -five months old. Middlings', oat, milk, whey, tankage and clover ard protein feeds and capable of building' bone and muscle. When the pigs are -well grown at five months old the ration is chano- ed for the finiehing fattening per - iced. Two-thieds barley and one-third finely ground oats along with sk;ni milk. has been highly satisfactory. Tankage lip to 8 or 10. per oent. has been sueoaasfully and profitably used when skim milk was not available.