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when 'the leaves are-fully out. \ this time. arsenical sprays, such as {lead arsenate or. diluted Pgtis Green OF | hould be" sprayed on the foliage so -bed for peas; if' you are owing, do:niot go below five' the land is of medium: loam type. t hest. the time -i ted," 8. Some stock. men claim that their cattle thrive: on sweet clover. Others claim that the cattle do mot take to sweet clover pas- fure on account of the aromatic oil that the clover plant contains. The sweet clover plant lasts for two years, It makes a rank early .growth and if the stock will eat it, an abundant growth should supply them with a : ons iaurabile quantity of nutritious bushes? - Answer:--On-your sandy garden soil you would do well to work in a considerable amount 'of leaves and strawy material. You will get good results from using a moderate amount -of fertilizer in addition fo manure and this other or material, For sandy soil thé fertilizer' should con- _tain from 8 to 4 per cent; ammonia, __B to 10 per cent. available phosphoric acid and as much potash as you can obtain under present corditions, which would be from 1 to 3 per cent. In applying the fertilizer to the potato patch, you would do well to scatter a light sprinkling of about'20 pounds on a 200-square-foot patch. When you have opened the holes or made the * trenches, pre "to plant the po- tatges, scatter about 20 pounds more di uting lightly along 'trenches or inthe Boles. = Scatter ht covering of soil over the ferti- © lizer "before dropping the potato Jleces. Finish planting the potatoes - Sin the normal way and results shoul be highly satisfactory. : The blight disease is very destruc- © tive to potatoes. ore, you © should spray your potatoes five or six ring the growing season, - out of the ground. The 3 y ma- as to control the leaf-eating larvae. After 10 or 14 days another applica- tion of Hellebore spray should be made. Repeat these sprays if neces- the | you kill gmut-in oats? 3. Do you re- | commend "sudan grass for hay and pasture? : As to time of seeding: O:A,C. tests' i--1 . An annual pastere mixture giving good results at the present é is coniposed of one 'bushel of oats, one bushel of barley 'and\ one-half . 'bushel of rye. You ust avoid letting any of this grain e into head. Otherwise the straw | become hard and woody and the 'spreading leaves of the plant will dry 'up; reducing the value of the pasture. 2. Smut in oats can be readily con- trolled by dipping the seed oats in a "mixture of one pint of formalin to 21 gallons of whter. Prepare this mix- ture in a barrel. Put the-oats in a airly coarsely woven bag and lower em into this-mixture. Allow them to stay there 16 to 20 minutes and then take out the bag and allow the liquid to drain off. Empty the oats onto 4 dry floor and keep them ttrn- ed sufficiently often so that-they will dry out rapidly. The mixture of formalin and water contains a very penetrating gas dissolved' in water. '| This gas kills the small seed spores of the smut disease. 8. Sudan grass is giving considerable results under long sedson condibions in Southern states. It is relatively coarse in quality and 1s not especially adapted either in season or in quality for growth under Ontario conditions. You would do much better to stick to a good grass mixture of clover and timothy, possibly adding a little mea- dow fescue for hay, or if you have a fleld that you caf leave in"hay for three or four years, I would "advise 0 you to try alfalfa. . Half Past Eight. Half past eight's the meanest time! When I'm seated in my chair, And I see my breakfast there, Then that little clock will chime! Up Jooks father oer his plate: * "Hurry, son, or you'll be alte; It's half past eight." : After school, though, I do things-- " my kite or play baseball-- 11 hear our H: call When the supper she rings, After tea they light the grate, 'And I read there while I. wait For half past eight. Seems to me I haven't read 'Half a page, when I hear pa e | Put his paper down, 'and--"'Ma, It's time for John to go to-bed!" -1 So T have to yield to fate. If there's any time I hate, 1¥s half past eight! the rhymes : ou seesns Nasturt] LOOK FOR Our 1918 Catalogue should be in yo to consult it at eve duce mores Start pay you to do so. am IRE THE WILL] ALSO AT MONTREAL At Home the We find the child; when he is with a pencil wherever he can make a mark, and even tearing books and papers. This is not due to a destruc- tive instinct but to an unexpressed desirg to solve the riddle of script.and printed words. : . Later come more marked expres- gions of this longing to read. He fingers the raised letters on his blocks and mug or plate. He tries to spell the signs on the fences and the large headings in the newspapers and magazines. Children "ought to have home teach- ing at this time. ; The art will come more easily than it will later and an early grasp of reading means the ability, to 'gain before school age, in- formation that will shorten the school eourse.by a year or two. * He must have a wide command of language beforg' he can decipher the printed word. The larger his vocabulary, the more Mother Goose rhymes and nursery stories he has heard, the more names of common things and their qualities he has been told, the more quickly he will learn to read. The farm child has unlimited oppor- tunity for receiving this first train- ing in reading. D As early as possible he should know the names of the home furnishings, the farm animals, flowers, birds, vegetables, tools and whatever else he sees and contacts in his home life. {Me should be able ~to tell which articles are hard, soft, colored, shiny, dark, light, round, square, "old and 'new; = Whatever questiohs he asks at this time should be carefully answer- ed and he should be encouraged to speak in sentences, Well enunciated, rather than in disconnected phrases. The child is like a. stranger in a foreign land, trying to learn its language and he needs the most thoughtful help on the part of those - Fin the home. The farm child has a better ofport- unity than the city child for acquiring a=large vocabulary ; to help him to read at an early age. The whole earth with its products, its various kinds of labor, its changes in color structural life, lies at his doorstep. about all these. thing that he desires to know about the farm and help him to retell it. This is the foundation of home read- ing. The two next steps in teaching a child to read are simple memorizing letters. The little child should have a good book of 'illustrated Mother Goose rhy- mes and some picture books, in which or a few lines of text are ted in Jarge text on each page eath the pictures they describe, | {Such books arc very inexpensive. | Read these~to the child until he is Cable to repeat them and find the pic- tures to which they belong. Then en- courage him to point to each word on page as' he, repeats the jingle, | The rhymes or sentences should be very simple and short, and the aim of this step is not at all to bring sbout a parrotlike effect of reading - memorizing but to help him recognize the word unit on the pages 28 'a preliminary to e oo HES tally, though, the bright ¢ unconsciously in this d many words. 0 'a while that chil- to learn - the Danish Dri6.25 1.00 1.85 3.501000 Yellow (Rxtra" Peas-- wm --Rennie"s XXX Mixture, 10 gn ew a hand by now. It Is your patriotic dul y. OmsGovernmegt Insists wi t, then, and be' Look for the special star border bargains in our KING & MARKET S7° BEFORE HE GOES T0 Farm CKild Has the Best of Opportunities to ~ Master His First Reading Lesson. By Caroline Sherwyn Bailey. three or four years old, scribbling' and temperature, its animal and its ort is 'unless s plants. Plant Ta Kon Kos on] XM rics anes 0.90 278 160 1.10 2.00 Ereasess JB aN THE STARS ------ « must a sure and sow good seed --RENNIE'S Lh COMPANY ! PSC Plonp oR TORONTO WINNIPEC VANCOUVER SCHOOL . "1 J to-date and daughters Sr a means of Identifi n, but er. on one side of stamped 8 d addressed envelope ddress all corresporidents ° | Toronto. t enc! Woodbine Ave., A Wheat Saver:--You're a very up| t person, M Wheat Saver, and"it's a pity there aren't a few more women who look * | at things in the same light. Your re- quest for odtmeal is very timely. We're getting right back to that good old stand-by these days, aren't we? Oatmeal and onion soup really tastes much better than the name would lead you to believe. Fry of water, half a cupful of chopped celery leaves, salt and pepper to taste, and one cupful of oatmeal. Bring to the boiling point, cover and allow to simmer for two hours, Strain, add two tablespoonfuls of tomato. catsup and serve very hot. Oatmeal pud- ding is particularly rich in protein. It is made in much the same manner as plain rice pudding. Bring to a boil one quart of milk and add half a tea- spoonful of salt and one-quarter of a cupful of oatmeal and one quar- ter of a cupful of brown sugar, Stir until it reaches boiling point. Put into greased pudding dish and bake in a moderate oven for two hours. As it begins to crust flavor with vanilla extract. Remove from the fire and spread with a tart jelly. Both these recipes are rather out of the ordinary and serve as excellent dinner dishes. Rural Téacher:--Judging from your letter there is nothing to prevent you from starting a school garden this year and you will be doing some- thing very much worth while if you all ages are % published with each quest | name and address m r only. Answers will be for this department to Mrs. Helen Law, 288 two large slices onions. Add a quart, losed. itt § follow out your present ides. iss | children will like it, especially if you impress upon thom ha they are do- ing it for the of the en of invaded countries, In connection with one Ontario school two and 8 half acres were cultivated last . The total expenses amounted to 4. The sale of potatoes netted $2562.40 and of the beans, $144, so thatiafter everything was paid the boys were $322.40 to the good.. The total amount of work done was 1,288 hours, so that each boy received 26 cents an hour for the time he put in on the work. Everyone who possibly can should grow something this year and the country, school is in a ideal tion to have a small garden. Mrs. R. A. S.:--Surely you are a little mistaken when you say that it is "out of the question" for women to keep pigs and that it is unreasonable to ask them. Listen to one woman's record. Last summer she kept be- tween two and three hundred - pigs just beyond the city limits of Toronto, She has ten acres of waste groun and buys garbage from the city in summer for feeding purposes. Last fall she 'sold seventy-nine hogs weighing about 9,600 pounds at an average price of $18 each. During the year she made $1,000 in this way. This patriotic woman, has five boys at the front and one at home helping her. If one woman can do all this surely others could keep at least one pig. er ers (they like to learn their A B C's. Letters have a fascination for the small learner. - 3 The child who is learning to read at home needs to touch and handle let- ters, in this way using the sense of touch in conjunction with the sense of sight in his teaching. Large Wooden letters in sets are most valu- able playthings for children. Another help is to cut letters from @ good pattern in very heavy card- board and put these in a box that has a compartment for each letter. Cut a number of each letter to allow for the child's sorting them. It will be helpful to paste one letter in the bot- tom of each compartment of the box to aid in this sorting. Let the child handle and play with thege letters first, without suggesting of each. next step. To teach the names of the letters show the child one letter and say, "This is A" or "D" or whatever let- ter has been selected for the lesson. Then ask him to tell you its name. Sorting the letters is the including the one you are teaching and ask him to find it for you, again naming it. This simple method carried out with all the letters will soon teach even a very young child to recognize and name the entire alphabet and, from touching and feeling the form of the lgtters, he will begin to write them ontaneously on his black- board or a large pad. Reading a few simple words follows the memorizing of jingles and play- ing with the alphabet. This, too, may partake of the guise of play al- though "it follows important educa- tional principles. The mother should have duplicates of the picture books with large print- ed text from which she has read to sentences he has learned. Cut up these books, mounting the pictures on heavy cardboard and back- ing each word, also, with'cardboard. If possible have a large, heavy envelope for holding - each picture and the words that make up_its story text. A short lesson in reading each day He is curious and eager to know may begin with the child's looking at, Tell him every- one picture in his book and repeat- ing its jingle, pointing, as he has been taught, to each word as he | speaks it. Then open the envelope | containing the duplicate of this and, laying' the picture in front of the child, help to group the words under it and a familiarity with the form of as he sees them inthe book. Name age the child to name them too. s exercise lightful game for a child of only four years. + With astonishing rapidity he will be able to group more and {more words and recognize and name i them. a |" Special teaching of words should follow that of teaching the letters. ; Tell the child the name of the word. Ask him. to repeat the name. Then encourage him to find the word among several others. This method is help- ful in teaching verbs, pronouns and } prepositions. J 2 ' 'As soon as possible teach the child to pick out the separate letters in each word and then sound them in their phonetic combination--that is, according to the sounds of the letters. is begins spelling and gives the d a foundation for reading, phone- | each word as it me and encour- tically, new words with which he is} not familiar, Sp The old-fashioned game of ana- is a wonderful help fo home 'Children y sort" the. #ny-exercises with them. This helps; him to become familiar with the form Next, show him two or three letters |. the child and whose rhymes and short will be 'a most de- words, name them and group them into sentences. Small pictures can (be cut out and mounted and the | noung naming each can be picked out from the game of anagrams and laid underneath the pictures. In a surprisingly short time, a child will be constructing sentences, read- ing them and spelling the words. The main trouble with our attempts at teaching a child to read at home in the past has been that we started with an entire, confusing page full of text. To begin with letters and words simplifies reading and ac- complishes quick results. Two copiés of a good primer or simple first reader should be used, one cut up and the pictures and words mounted for constructing the stories as in the case of the nursery book. Soon the child will be able ta read a printed page without the help of the duplicate words. Six months of this home teaching should give him a grasp of print and phonies (the science of speech sounds) that will enable him to do INTERNATIONAL "LESSON MARCH 17. Lesson XI.--Jesus Sending Forth the Twelve--Mark 6. 7-13, 80 Golden Text, Matt. 10. 8. | | Verse 7. He calleth unto him the | twelve, and began to send them forth by two and two--His work in Nazar- eth being defeated, he leaves the town and begins a teaching tour among the villages. The Twelve have an of- ficial position. He has been prepar- ing them for missionary service and now gends them forth, Matthew gives the fuller account (Matt. 9. 86 to 10. 40). They go forth two by two because each' can help the other. Thus they cover six districts. Auth- | ority over the unclean spirits--Matt- 'hew and Luke state that their mission ~ _ 8. Nothing . save a staff only--This was an emergency call, and they were to be content with the simplest outfit. Usually journeys in the East were most carefully pre- pared for. But thede men were to subsist off the people. No bread-- This they could obtain wherever they stopped. No wallet--or haversack,| used to carry provisions. No money -- Literally, brass or copper, for it would be unnecessary. In their purse--The girdle worn about the waist, in the loose folds 'of which money was placed, cd 9. Shod with' sandals--The simplest protection for the feet. Shoes also were worn by Jews--costly shoes; such as were : | Babylonions, furnished with upper leather. .~ Put not on two coats--Per- sons of distinction sometimes wore two tunics. They were to encumber themselves with nething that would be unsuitable for plain men going abgyt among ordinary folk, In the case of the poor the tunic was thei only garment. ., : 10. Abide till ye depart thence--in- stead of restlessly' changing from house to house they were to be satis- fied with the hospitality afforded | also included healing and preaching. in use among the I'not without its mistakes and bl ot withou', the accomp simple reading directly from a page of a primer. "Helps to home reading can be ob- tained from the school supply shops in the larger cities. There are large cardboard letters, small pictures with descriptive words in big print on cards to accompany them, sets of words in script and print, and large script copies for a child to trace in learning to write. The new primers and first readers are full of bright pictures and are as attractive as a picture Book for a child. A short period of teaching read- ing 'each day will send the child to school, when his "school days come, many leagues ahead of the others. One reason for a child's difficulties in his first school reading is the fact that he must have group teaching., One of a class, he struggles along without individgal instruction. Why not give him this personal help at home? He will never learn more easily or \from a more beloved teacher than at home from the one who should under- stand him better than anyone else. them. They were not to gad about. "In that same house remain, eating and drinking such things as they give" (Luke 10. 7). They were not to indulge in the usual custom of accept- ing invitations from the villagers, for it was etiquette for the people to in- vite a stranger to eat with them, one after another. The heralds of the Master had no time for such palaver. 11. Shake off the dust « fora testimony unto them--This ig illustrat- ed in the account of Paul and Barna- bas at Pisidian Antioch (Acts 13, 51), when the inhabitants had cast them out. of the city: "They shook off the dust of their feet against them." This was a symbolical action indicating that they would have no further inter- course with them. 12. Went out, and preached that men should repent--The burden of their preaching is identical with that of John the Baptist and Jesus. Their chief mission was to reach the inner life to produce change of mind, change of purpose, change of attitude toward life, the forsaking of sin, and turn: ing unto God. 13. They cast out many demons, ! and anointed with oil many that were | gick--They . closely follow all that Jesus did. But we have no record | that Jesus anointed with oil. All his cures, with rare exceptions, were im- ' mediate. The only other place in the New Ttestment where oil is used 'in healing the sick is in James 5. 14. | The use of oil was comffion as a medi- ! cal specific. Its use was symbolic of supernatural healing. In verses 14-29 there is given an account of the murder of John the Baptist by Herod. The report of the wonderful works of Jesus caused Herod to believe that John the Baptist, whori he had slain, had risen from the dead and had gresumed his preaching. Mark gives the fullest account of what led to' John's impri- sonment and his execution. 80. Told shim all things; whatso- | ever they had done, and whatsoever they had taught--The place to which the Twelve returned is not stated. It was probably Capernaum or its neigh- berhood . ey gave a full report both of their teaching and their works. Nothing is said of their suc- cess or of the Master's estimate of their labors. If was no doubt a tour 1 of profound importance to his work. 1 They mo doubt recounted their varied experiences and recsived from him the necessary counsel or sppreval which their report required... We may conjecture that their work was