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k __ SOME OUTSTANDING EDUCATIONAL PROBLEMS Je :fi o ND CEANE Te Cc cun d merin deaee, Ree n e uie t news e es n se eWEA LAICB TY the People‘s High Schools and the Agricultural Schools is an essential reaâ€" son why Denmark has risen from being one of the poorest Eun’;pean counâ€" tries to be one of the richest. 'fhe Course is these High Schools is taken in the winter months for men and in the summer months for women. After it is completed they go to the Agricultural Schools. These are conducted on the same general lines as the Folk High Schools. But the pupils take notes and are given the sciâ€" entific and theoretical side of Agriculture. s I had hoped to give some details the marvellous change this system of education has produced in the life and trade of the nation, but this article is already too long and this verv interestines n Aubmaa i wa t o 18 to 25 years. Grundtvig held the opinion, which time has shown to be right, that it is at the age of 18 to 25 that the intellectual facilities are most accessible to influence. (A fact absolutely neglected in our system.) Beâ€" fore that age the mind is not sufficiently developed, and meditation cannot In rural Denmark the child is taken out of regular school and kept out until 18 years of age. The Danes believe that during the period of puberâ€" ty and early adolescence, when the body develops rapidly and the brain and the nervous system are under a severe strain, the child should have little mental work. The children live on model farms where they practise the best methods of agriculture, have music and physical drill. The girls on sepâ€" arate farms where they have household science as well as music and physiâ€" ‘cal drill. In Ontario at this age we try to make nervous wrecks of our chilâ€" dren by having them during these critical years study three or four hours a night preparing for that educational abominationâ€"the Lower School examâ€" ination. > The People‘s High Schools s These are the distinctive features of Danish education. In Ontario about four per cent. of the rural population goes to High School, in Denmark over twenty per cent., and the proportion is growing. The object of these schools is, providentially, just the opposite of the Ontario High School. The Danâ€" ish schools‘ aim is to develop mental power, alertness and initiative. "At this revolutionary school no exazflnation, no certificates, no compulsory atâ€" tendance at lectures." ~In otherAwords it is school, not a sort of‘ educational iz&xisition where the hapless victims are given the intellectual water cure to torture out of them ‘certain semiâ€"digested facts in the shape of answers to examination questions. It is to make men not encyclopedias. a house on the school premises and a large garden. He is a prominent and permanent member of the community. The church is near the school and the child belongs naturally to both. Threeâ€"fifths of Denmark is rural, and in rural Denmark there are mo lapsed masses. Everybody grows up and is educated into the church. They actually teach religion in the schools of Denâ€" mark, a strange progeeding for a Christian country. | > Technical Education The first technical school in Ontario was the old Technical School in Toâ€" ronto. This was established 25 or 30 years ago. We have four technical schools in O{Tl_ltario toâ€"day, as nearly as I can find out, in Toronto, Hamilton, Ottawa and London. In Denmark a country 1â€"24th the size of Ontario techâ€" nical education has been in vogue for almost 70 years. There are 145 techâ€" nical schools in Denmark. In five of them the highest technical training for mechanics is given. 5 § The first effort was to get a fertile soil. This was done by planting trees on the sand dunes to stop the drifting and to form humus as a basis for a growing soil.i. In a few years the trees began to die. The whole scheme seemed a failure. Science was applied. The world was searched and in the ‘forests of South America a tree was found that, planted among those already growing, enabled them to live. Then science and education were applied to agriculture, and Denmark has the most efficient system in the world toâ€"day. f The Public School System The Public School system of Denmark differs in some respects from ours. The chief differences are the following. The age is from 7 to 14 years. THFY do not commit the crime sometimes perpetrated in this country of dwarfing the child‘s mind and fatiguing his nervous system by sending him ‘tg“s,chool at five years of age and occasionally under that. The next great j;&;,school at five years of age and occasionally under that. The next great fference is in the hours. They do not commit the second crime of keepâ€" ing the pupil perched on a seat for five to six hours a day for five days a week. In the rural schools of Denmark they have six hours a day for three days a week or three hours a day for six days a week. Wherever the hours have been shortened in this country it has been found a distinct benefit. The present hours are maintained to the disadvantage of the children, so that the trustees and the public may feel that the teacher is really doing a little to earn princely salary. The next difference is the greater emphasis on muâ€" sic and physical drill. Needlework, manual training and domestic science are given much greater prominence than in Ontario. Then the teacher has This article is to deal with how education saved Denmark. Denmark is a small country. Its area is only 1â€"24 of that of Ontario. Its population is slightly larger; in Ontario there are 9.67 people to the square mile, in Denâ€" mark there are about 140.. Less than a century and a quarter ago the peoâ€" ple of Denmark were serfs, this is semiâ€"poetical term for slaves.. Constituâ€" tional government was established in 1849. In 1864 Germany Austria robâ€" bed Denmark of Schleswigâ€"Holstein. The most fertile part of the country had been lost, a great part of what remained was barren sand dune, incapâ€" able of growing ahything. The people were down hearted and lost all faith in the future of their country. . Then it was that a national heroâ€"a poet and historianâ€"Bishop Gruntvig, decided to inspire his people with the optimistic maximâ€"‘"The best is yet to be." As he saw the soldiers marchâ€" ing home in utter dejection after the war with Germany he evolved the plan which made Denmark greater than before. His plan was to uplift the peoâ€" ple by religion and education. ‘The People‘s High School, or Peasants‘ High School or the Popular High School was the original and vital feature of his system. The name of the High School suggests a contrast with the Onâ€" tario High School, which might be aptly called the Unpopular High School. If the possibilities of the High School in this country were developed, it would soon be changed to the Popular People‘s High School here. In the two preceding articles the importance of Agricultural Education has been emphasized, and its stupendous national importance has been indiâ€" cated. In the last article it was shown that while we have regulations for agricultural education, these have remained largely a dead letter. It was pointed out that agriculture should be.a regular part of the studies in our primary and secondary schools. This has been the case in France for thirâ€" tyâ€"five years, so that there is nothing very radical about the suggestion. The new energy that is being put into this form of education is due not to the Education Department, but to Dr. Creelman, the Commissioner of Agriculâ€" ture and the Organization of Resources Committee The Educational Deâ€" partment needs a revolution a la Russia. The object of this article is to emphasize this fact and to give a concrete example of what a real compreâ€" hensive educational system can do for a country, and to point out some difâ€" ferences between this system and that of Ontario. PAGE TWO Gents‘ Furnishing and Tailoring Store MAIN STREET, WESTON PHONE NO. 2 The age of people in the People‘s High Schools ‘of Denmark is from SiF Are You Satisfied with Your Last Suit? Place an order in your home town My Aim is Your Satisfaction TAILOR MADE SUIT FOR $27 AND UP IV.. HOW EDUCATION SAVED A NATION, AN EDUCATIONAL ROMANCE W. E. COLEMAN WELL CUT CLOTHING GIVES THE FINISH ommc some defails the marvellous change this system of in the life and trade of the nation, but this article this very interesting part must be omitted. (Continued from last week) But with the majority it is different. Are there very many who can confiâ€" dently say that they know exactly what they have been sent into this world to do, and that they are doing it with all their might? I @o not think so. _ Most of you have had your ups and downs of fortune, and many rapid and unforseen changes of lot and posiâ€" tion, Life may have been a hard struggle for you all through, but it has not been the same struggle all the time, nor have you been uniformly conscious of possessing a vocation. You just have to take what comes; there is no one task, as far as you know, that is just your task and noâ€" body else‘s. How are you to work the works of God before the night closes down and puts an end to all your hopes and fears, your joys and sorâ€" rows? I will tell you. "Whatsoever thy hand findeth to do, do it with thy might.‘" The work of God for you is What is your work? It is a great thing to know what your task in life is, and those who are certain about it are to be congratulated.. There are such people. One hears of a ‘person now and then who has undoubtly been called to the work to which he has put his hand; he is doing what God wants him to do, and doing it as well as he can; he has no misgivings about the matter; it is a trust committed to his charge and he will only lay it down when he receives the summons to come up higher. Anyone would say that of the late General Booth, or Florence Nightingale, or Father Damâ€" ien, and many more of whom the world hears nothing, who have been content to forego ease, pleasure, and ambition in order to obey what they have felt to be a Divine command. It must be sweet for such as these when the night comes, to die with their task faithfully discharged. Doing the Works of God.â€"My Faâ€" ther Worketh Hitherto, and I Work. In the profoundest reverence let us believe that the weariness of the Savâ€" iour, while he was here upon earth, was again and again consoled and lightened by the work for the Father that he loved to do. Was not that what he meant when he said that his meat and drink was to do the will of him that sent him? When he was tired and sat by Jacob‘s well, was it a new fatigue or a great refreshment to open the fountain or the water of life to the poor woman? Why did he sweep aside the officious thoughtfulness of his disciples to get at the children who needed his blessing and the blind man who needed sight? Was it not that he wanted the joy of helping them ? When his life was heavy, he lighted it with work. "My Father worketh hithâ€" erto, and I work."â€"Phillips Brooks, in "Christ the Life and Light." Sin does cause suffering, but not all suffering is the consequence of sin. It is better to turn to the good to which pain may be put than to search one‘s past for the sin which caused its torâ€" ment. . How quickly Jesus cured the blindness! He did not waste time inâ€" quiring into the origin of the evil, he concerned himself only with opening the poor blind eyes. Jesus‘ comment was that he brought sight to those who, like this man, reâ€" alized their need of him, and increased the blindness of those who, like the Pharisees, believed not in him, nor in their need of a Messiah. The Effect of the Miracle upon the Pharisees. Because the miracle was wrought on the Sabbath, some of the Pharisees said Jesus was a sinner, but others said, ‘"How could a sinner do such a miracle?‘‘ The Pharisees asked the man what he thought of Jesus, and he answered, ‘"He is a prophet.‘" Then they claimed no doubt that the man had been blind and had recoverâ€" ed sight, and they called his parents. His parents feared the Pharisees, for the latter had threatened to excomâ€" municate any one who should confess Jesus to be the Christ, so they merely said that they knew that this was their son who had been born blind and now could see, but as to how he received his sight, he, who was of age, could tell them. Once more they exâ€" amined the man. ‘"Confess what we know, that Jesus is a sinner," they adjured him. ‘"Whether he sins against your theological screeds I know not; one thing I know, that whereas I was blind, now I seé," he stoutly maintainâ€" ed; they attempted to crossâ€"examine him again, but his patience was exâ€" hausted and he sarcastically asked why they wished to hear his story over againâ€"would they become Jesus‘ disâ€" ciples? ‘"We are Moses‘ disciples, we know that God spake unto Moses, we know not from whence this man is," the Pharisees said with scorn,. "Why, here is a marvellous thing that ye know not whence he is!" . restorted the man. "If this man were not from God, he could do nothing.‘" ‘"Dost thou teach us?" they angrily exclaimed, and cast him out of the synagogue. Go and wash in the pool of Siloam. This command was a test of the blind man‘s faith. (Compare Naaman‘s test, II. Kings 5:10.) / The neighbors did not recognize the blind man as the restoration of his sight had changed his appearance. of our lesson added his opportunity of displaying God‘s power by submittâ€" ing to the healing. The wonderful power of God is shown in the restorâ€" ation sight, thus proving that Jesus was the Son of God. A thoughtful writer sums up these ways in which the blind man made manifest the words of God: the body teaches spiritual truthsâ€"a blind or a maimed man shows us distinctly that God made the world and takes responâ€" sibility for it; every disability is really a special opportunity for service; again, for some natures, suffering and blindness mean â€" extra capacityâ€"a blind Milton sees visions witheld from the light of happier days; further, to be blind is both to prove that God‘s will is greater than man‘s, and to show that he calls some to serve him by action and some by passiveness and submission; to all this, the blind man This miracle may have been perâ€" formed as Jesus was leaving the temâ€" ple, where He had declared himself. ‘"‘The Light of the World." The Jews were so angry at him for saying this that they took up stones to cast atf him, but He escaped. John records the fact that this miracle was perâ€" formed on the Sabbath. Blindness is more commonâ€"in Eastern lands than elsewhere. Water is scarce and the lack of cleanliness makes disease of all ‘kinds more common. The Jews held that all pain and suffering was the result of sin and their curiosity was aroused as to whose sin had made the man blind. ® Golden Text.â€"‘"I am the light of the World."â€"John 9:5. The S. S. Lesson JESUS GIVES SIGHT TO THE BLIND THE TIMES & GUIDE, WESTON, WEDNESDAY, MARCH 28TH, 1917 at consolidation would be about $35,â€" 000,000 and it would be under the neâ€" cessity of spending, in the first five to seven years, at least $100,000,000 to provide rolling stock, and to put its properties in good physical conâ€" dition. ‘ In order to control its policy, and to share in its certain prosperity, Canada should have an interest in the new company. The Dominioné Government should furnish 40% of; the money required, own 40% of thei stock, and appoint 40% of the Direcâ€" orate, but t2)e no part in the actual ‘anagement. This would sive all â€" advantage of Government control thout sny of the manifest disadâ€" ntages of Government MADA®e Such a combination would start with gross earnings of at least $100,â€" 000,000 per annum, with a probable average increase of 8% per annum, and probable net earnings of from $25,000,000 to $30,000,000 per annum, and a net revenue from other sources of about $2,800,000. Its fixed charges at consolidation wanld ‘ha akanr 652 Including opera\ffing expenses and fixed charges, it costs the Canadian Pacific about $70 to do $100 worth of business, and it costs the Intercolonial and the other Canadian Government roads from $200 to $220 to do $100 worth of business. Cdnada should follow the wise exâ€" ample set by Sir John Macdonald when dealing with the Canadian Paâ€" cific in 1879â€"80, and form a new priâ€" vate _ corporation, with sufficient power and the necessary safeguards, to take over and consolidate the Grand Trunk, Grand Trunk Pacific, Transcontinental and Canadian Northern Railways, and develop anâ€" other Canadian Pacific. A_ . consolidation of the â€" Grand Trunk, the Grand Trunk Pacific, Transcontinental and Canadian Northern Railways would give a wellâ€" balanced system. Such a combinaâ€" tion would not ‘require more than $100,000,000 to put it in proper physiâ€" cal condition. @ If these railways are to be mainâ€" tained in two separate systems, it will cost at least $400,000,000. "It will be necessary to build five to six thouâ€" sand miles of feeders in the West, and two to three thousand miles of feeders in the East, and terminals costing many millions. The failure of these roads is due to the duplication of lines by all the railways, encouraged and bonused by the Government; to the excessive cost of the Grand Trunk Pacific and Naâ€" tional Transcontinental Railways; to the failure of the Grand Trunk Paciâ€" fic to provide itself with an adequate system of feeders in the West, and to the construction, by the Canadian Northern, of the long and unproducâ€" tive stretches of road across British Columbia andâ€" Northern Ontario without feeders, terminals, etc. The brave only know how to forâ€" give; it is the most refined and generâ€" ous pitch of virtue human nature can arrive at. Cowards have done good and kind actionsâ€"cowards have even fought, nay, sometimes conquered; but coward never forghve; it is not in his nature; the power of doing it flows only from a strength and greatâ€" ness of soul conscious of its own force and security, and above all the little temptations of resenting every fruitâ€" less attempt to interrupt its happiness. The National Transcontinental, the Grand Trunk Pacific and the Canâ€" adian Northern Railways are unable to earn their operating expenses and their â€"fixed charges. Canada has built, and is operating, the first of these roads, and Canada and the variâ€" ous provinces have guaranteed the principal and interest of most of the bonds of the other two. As the roads are unable to earn their fixed charges, they must, of/ necessity, be paid by the country. P 1 fin (Reskerei. . o paiies oo en dennee von Pacific MAAA & . . i‘%‘ifif‘f}“w‘ j wA io apPelcyo‘ gi1ves akg k1 2 . o ’Yi’%éd‘ tarke JA 2 iaeatel. analysis h s o o Aoe e s fo tnopssya is t o cce e oo h i o e in t his country' W. F. TYE. From his years of experience thinkâ€" ing and solving railway problems as one 0( the outstanding railway engiâ€" neers in Can.ada, Mr. Tye has had not only the attitude of the engineer but that of the economist as well. A missionary meeting was held in Tremont Temple, Boston, not long ago and among the missionary delegates was one who forty years before had left the comforts of his New England home for the pioneer mission work in the far West, on the islands of the Paâ€" cific, and among the Indians of Alasâ€" ka. His salary had never exceeded three hundred dollars a year, and a large share of that had gone to the people among whom he worked. As soon as the meeting was over he started for the station to return to his beloved work. Friends had reâ€" monstrated with him in vain. ‘"Surely after forty years of such a iselfâ€"sacâ€" rificing life you will remain and give yourself a little rest and your friends the pleasure of seeing you,‘" they said to him, but witk a gentle smile he anâ€" swered all: "I have not time. I am an old man, and there is so much to do. And I am so grateful that I have a little more life to give to the work which God has given me to do." Canada‘s failway Problem And Its Solution Amongst Mr. Tye‘s summarised conâ€" clusions are: one thing toâ€"day perhaps, ard another toâ€"morrow. Never mind; it is the work of God just as truly as that of any inspired servant of the race. Jesus did not spend all his time healing blind men; he took that kind of duty in the day‘s work as it came; where he was needed he labored. It was to bind Ap the brokenâ€"hearted, and proâ€" claim deliverance to captives, to, give rest to the weary and heavy laden, as well as to fight a battle for us with the powers of darkness unsupported and alone. FORGIVENESS. We do Job Printing neatly and promptly. Give us a trial CHAS. DANKEERT, Supt. THE CANADA LUMBER C A HOUSE THAT YOU WILL BE PROUD TO OWN THAT AMOUNT BUYS ALL THE LUMBER, LATH, SHINGLES, DOORS, SASH, KITâ€" CHEN CABINET, BUFFET, DINING ROOM WOOD, MANTELS, ETC.,COMPLETE READY FOR PUTTING TOGETHER. THAT MEANS ALL THE MILL WORK DONE. $1400 Just think $1400 laid down at yonr new home. Wlngs fl%& . $ 35. m § A i 18 oR & 3&\ . .. s&g‘,‘* * Yss â€"â€" . fi’%@g‘é . se 1-~sf alke. o css c . s omm mdns zig J1s sls t 2s ‘3*:‘»%}%‘%?% i ues wel soa l ts 4 Tsm o oml es 3 t s s ll 1 t on ct k id es t / on $ We .. use o rams smcs « ,,:g.e:»‘_g._,i:_,:{,‘_.:;7_;5;“:‘?:*{,«4 Ceo es / ueP 2 ytt. ‘g’f«v‘& s NCB . < oys Pn‘ 4. t 0 P n SNe ttotce s . c mc s &};‘\"5 i gy; s {:{"(&g ’w’*’\'@* esc 'i%w“\’;:«“‘i,wf.‘. R ~?* s-xl"&»\\ . ‘ T. 195 y S .)‘ sys n _ N< \;fij\g\«({ég‘ P EP 1 .ce e / "m e c use ,:: ~Sog. * “0:2;\"? e en t oo . ) im n on s se i2 _ _ css y P t o n n smy _ i ie: 5* /â€"â€"~_ mm â€" ‘%;;;*"a;w 1 oose, C 335 e i1 umCpe ie REK mers ced %43 se toe ty L _ pr ib â€"g _ ,vfi},« 1y J vosl, 4”;, h ty en i Mhm=t s //M ;5 *J3 ;j:'b( C k. c mestnnne s 0s S ocim . 2 Ae:/z»,v-av ‘a\:&\\’g?"; nCls ts §% n romate o l y â€". asss e en eron mnende s . e ie o Mermmmmmenannre n ced Phones: Junction 2921, Weston 175 CHURCH STREET, WESTON "THAT REMINDS ME" This plan and specifications goes with every sale saves you money. % See the compact layout. Every inch of space used.. Large fireâ€"place in the livingâ€"room, large diningâ€"room, good, well lighted kitchen and bedrooms. Look at This Plan WM. BARRATT, Manager. $1400 and _ _