of Grad
JR AUCKLAND GEDDES, in a
. . - memorable. ”address below the
National Citizens Conference
on Education. held in Washington
two years‘ago,,deelared it to be “the
and of education to turn out minds
tint. see facts in a. certain color."
"the educated mind" he said, "is an
.Musiible. dye vat" "that “will dye
..,tnything.", “The object of education,"’
"he continued, "13 to select the dye:
of which be specified seVeral “spiritual
dyes,” namely, "courage, cheerfuluess,’
humor, '
sympathy and some humili't5.
finally the Ambassador deliVorod
.Jlimself of this pregnant utterance:
“It ultimatelym matters more." he said
“to your State Department than any
other thing in the whole range of,
their manifold duties to know the.
color of the education being given. rip
the British Empire. in l‘r: mce. in Ger-
lountrles of South
runny. in nl’ the
Amer-to .V'_c-'.i1f all the countries ‘of
the M'orllf—‘i‘dr if 5"o1r Secretary of
State ‘kn'ows, 1:11-11. say. the l1 rcnch
color at education he VVill know well
how that nation will be thinking ten
years hence."
What Is Color in Education .
And 'Why Is It Important?
If dhe color of education and the
knowledge of the color of education.
as it is carried on in arm country
of the world is of such supmme im-
portance to. our State Dr -1p:1 tment the
color of the education of this country
must be no less important to cV'cx‘y
other country. Mom than that the
color of our public education must be
to our—
of the education that is given in nur
schools and ill 1* no .1pptel1'1te the
significance. the me: ults and influences
of this color.
“In '11 is the calm of our public cd’u—
f 1M ‘1 By P. E. srAummc
.. l of the Graduate School, Yale Univorsily'. -
pially such subjects. fiapracfical ethics,
morals
deed all that may be included under'
character education,
literature,
indeed any
of even greater importance
selves And it must be 11b<11111m1y in- that has or can he made to have an in-
dispcnsahlc to our \\"t1f{l'l"(‘, to our ex- fillcnce in (loft-rmining the point of
istcncc (you. lhut VVe knou the color View. mental attitude and charaotpr-
lstic emotional and voluntary reaction
of the pupil.
lion into the curriculum of new sub—
jects of this kind. and of the modifi-
cation or old subjects, perhaps through
uate School of.
',Y"’le Discusses Tramm of
Our Student Mmds.
,,
competent teach 11216 the- elapse,
35m. poor qua .‘ instruction;
over the meager and uncertain 1510161-
edge,that rven our high school grad
uates bear away VV 11h them. The gen-
eral public, even. is beginning to show
evidences of sbme' little real concém
over these matters. This is well: it is
encouraging, for such serious matters
as these merit the grave concern of
public and educators alike.
Facts of Education Are
Usually First Considered
But these matters, and many more
like them.’with which we are much
engrossed, have to ' do. not .with the
color, but with the facts of education.
"The end of education,” said Sir Auck—
hind Goddess. its to film out minds.
that Sachets in a. certain «color '1 The
supreme importance, then, is not in
the fiacts that we are striving to teach
our-1i1upils in. .the first; six grades.
where .theo overwhelming majority of
them firefibut in the color in which
their minds are brought to see those
facts.
Without using the term color, which
invaluable only as it serves to rouse
and concentrate attention on the idea
which it vividly represents, we do 1111-,
prom-h, frequently even touch the idea,
in our considerations of the place and
the treatment of certain subjects in
the curiiculum. I have in mind espe-
rlght conduct. whether
or incidentally. in-
or
taught formally
civics, history,
the kindergarten largely;
subject or school exercise
In our contentions {or the introduc1
cation? _
Let 11-4 pause :1 moment to realize the reshnpmg of ("mphasls or a. re-
the startling fact that this supremelytV'lsiomof values and purposes. leading
important, question. VV'iiicn ouxht M‘t'l‘flo lllflt'rcitt treatment of those sub-
10 be berm-c us, 11:11: you :0 lm l':lls""(l va's. ,VV'e are continually striving to
effectively, at lmzu in this cenerntimL; introduce new pigments. or different
Our leaders who are shaping our proportions of old pigments, into the
’ destinies gixe not the sligl.tes1 (VlI‘I'I'lI'l' of our education. For it is ob—
- ' demc of knowing that ll10i c is such 11.
question much less that this is the:
most fundamentally important (“1954' ' into the color.
1 tinn of the limes. Those of us VV'hn' llut this is as far as we orange in
3;. are devoting our Elm-s to educationidczlling with the color of our educa-
5‘. give scarcely mr'“ M’icivntrt' of fll‘llI‘O- ; tiun‘, we stop rW‘llll the detailed pig-
. ciation of this 11110531111. for when luve ‘ menls that we think should be rep-
. . 'i we (need it squzu'l'l)‘. VV'iir-n ham;- VV'e'gresented.
even formulated it? i Ilut what of the color, the deep fun-
indccd, 11—11 have been. We armldmnentnl color that has absorbed all;
greatly concerm 1'. lav-=r many slmrt- i the pigments that We have introduced. ’
comings of our public min-union: m'or l the color that 15 the resultant of all
the fact that so many. native (is well;
as foreign born, urc left illiterate or;
" near illiterate: ovnr tln- limited c-du-l,
cation, averaging 11 arc-e lV' sixth grade,
with which our F(h0 ols equip their;
product; over the lm'g 1'.» numbers of in-'
1
\‘ll'llf: that,
education. runny pigments must enter
in :1 mutter. so complex 113‘
pigments; what is it?
the full, rich color of 11111114111131, ma.-
‘other hand, of sympathy,
humanity, of appreciation or the beau:
color or individual. material success.
No Criticism Meant to Be '
.Of doors all ,sc-efns :1 mini-ken
.1138.
EncharacterE‘Isitthwg no“: .
edge? In it zyg'ard for awning? Is it
in art,
appreciation (5! we fieauflf
litémture. music. nature?
It contaimi- sindeed, of all
these pigments, 's'ome quite éinnarked,
others so 131111111 as" so be hardly dis- 1:.
cernible by the baked eye. {gut the .1
color literal—the deep, all absorbing,
overwhelming color of our public edu-r
cation is individual success through
individual efi'ért—tho desire. the de-
termination for; lndivifiuul achieves
ment; and this desire. thig determina-
tion, is ovel‘Wheimingb', almost uni-
versally. focused upon ideals of ma-
terial achievmment, of- material pros-
purity.
The organization, the conduct, the
fundaxi'lenml and detailed methods of
the school—all are designed to pro-
duce this color of individual success.
While the material aspects at. such
success are not always made directly '
prominent, individual achievement
individual rewards of individual ex-
ertions, are emphasized as the domin—
m: t characteristic of the' lives of
heroes of all kinds. held 1115-2017 the
emulation of pupils. '
The pigment of individual material
success was introduced into the edu-
cation of our ehriiest schools; and this
pigment has been supplied up to the "
present day in quantities far out-
Vvaighing all other pigments combined.
Indeed, the other pigments that stand
out with clout-mess owe their compara-
tive prominer» :e to the fact that they
contribute to the all dominant color
The pigments of honesty. of regard.
for law and order. of sense of duty
and obligation. of love of justice, of
service, at character, of patriotism-—
these pigments are indispenszible to
tcriai success.
The ,pigmenfs of humility,
of love of
tiful in its varied forms, these pig-
ments are often scarcely discernible:
they are not required in mixing the
111mm on Public Schools
Do not jump to the false conclusion“
that I am holding up our public
schools to criticism because of the
color of the education that they are
giving. 1 am merely trying to focus
our Mtentlon on that color. For‘nne.
I confess my utter inability to Sew how
that chim- couid be other than it is.
Our schools but represent and pre-
pare their pupils to realize the domi—
nant interests and purposes of our peo-
pin. These interests and purposes
Vwre expressed by Emerson over
thruuqunrters of a century ago in
language that needs butsiight if any
modification 10.11.13,:
“In America," said Emerson. "out
indoors,
an niraiirrht stove of conventionaiism.
Evm‘yhmiy who comes into our houses
savors of these habits; the man. of
the market; the women. of the custom.
A Paragraph of Questions
Meant to Define Colo.r
Is it patriotism? Is it honesty. and,
sincerity? Is it truthfulness? Is it;
I find no expression in our State
papers or legislative debate. in our
lyocnms or churches. especially in our
newspapers. of :1 high national feel-
v
on 'the .Y ‘_
demands of the people These interests
stir the blood. I speak of those 0;-
guns which can be presumed to speak
a popular sense. They recommend
conventional virtues, whatever will
earn and preserve property; always
the capitalist; the college, the church.
the hospital, the theater. the hotel. the
road. the ship, of the capitalist—what;
ever goes to secure. adorn, enlarge
these. is' good; what jeopardizes any
of these is damnable. ‘ The ‘oppOSition'
papers. so—called. are on the same side.
They attack the great capitalist, but
with the aim to makes capitalist of.
the pool- mnn. The opposition ,is
against these who have hioney from
these who wish to lmvemoney.”
' Our public: schools are popular insti-
tutions, in every sense of the term;
they are the creation of the people;
they are. support ed by the people; they
are made to serve the interests and
and demsmds are fundauu- manly. over-
phelmingly—may we 11‘ 1?. ~ :15' increas-
incl} ?—-the demands of businesa ct
inc, no lofty counsels that rightfully.
Imatcz ml pmsperiw.
. r. s. srnumec.
public education in the
adult generation.
4..-
J ust review, the important develop-
ments, the recognized impro ' _ gutsjn
. . twenty-
five ye ears—not to go back of the «ex—-
periences and memories of the present
There is not one or
those important developments which
make up the educatiomllprogress of
the last quarter century‘tbut does not
",‘represent a. business demand. that does
not maintain itself and justify itself
chiefly in terms of its contribution to
material prosperity.
Just seiect afutew of these developv .
ments at 11111110111. V’ocstilonal pre- vo-
cationai industrial trade schools——
why are theyiggJV hat is- their func-
lion? To mafia-6‘ their?“ pupils for .
servire in 51181111151931.1111 industry—mot,
as frermo-nlly charged that, they may
Se exploited but l’o'r the sake of their
own material mosperity as well as of
business interests
The junior high school; why is it?
Better to adapt instruction and train-
ing 0 the varied and 'dit‘l‘erentiaiing
needs of pupils, that eaeh1manmy’be
. ,.-
. man?
that it believes Americanization
’ ,occomplish such
' schooling pays—pays
~ All: vary so widely. .
' Jomation it is graphically shown hey.-
activities. “here does the hard headed
lials. .
falls and hills, non— —esseut1:1‘.s
7 ways subjects Whose inar ked coutn bu—
parent.
make his c1liicism of the publi ' scuools
perform fundamental
better grommet! fogs-met the demands
(1:- urmum demands.
Amerlcuizution "uf the foreigner;
why is business, that here and there
meat,- interested? Because the man
up? can read signs about the shop and
un sex-stand directions and orders in
English is a more efficient workman.
Most industries. however, find it more
convenient and cheaper than Ameri-
canization to put groups of. foreign
" : employees under a b0ss speaking their
" language.
'Americanimtion, however, one may
well interpose, does not consist merely
in learning English, it includes an un-
derstanding and acceptance of Ameri-
.ran ideals. But what are these ideals
most important for the foreign work-
Why, the ideals of business:
industry, thrift, loyalty to employees;
. the rights of the man idual as an indi-
viduaj, to do as he will with his own,
be it labor or capital; respect. for go\-
ernment, law‘and order“ Of course
'Ama'ican business is interested in
Americanization—just' to the extent
ran
these.
things as
mimnimfion is good business.
,And what is the gist of the argu-
7 ment that is most frequently and ViV -
idly presented to youth to encourage
their continuance in school? Why.
in increased
earning 7 capacity. And to make this
propOSition vividly Concrete figures 3nd
7, graphs are made, quite fallac iously in
. portr'ly the exact Value of an elemen-
tau-y school education and the preci;
, value of each added high school rem.
' Money Value of Education
Is Hard to Estimate
The money value of a. college Grimm~
tion is more dillil ult to calculate br-
cause so much has to be 121133.” rucd be»
ffie the graduate is worth
business and the {.1ciilues for unleum-
But for his in-
any youth (an largely'detorminc ‘11:
;the grade of education he acqui' es his
chances of one day becoming cushrim 11
in ““‘ho' a V1 ho, " and that is good
business.
When insufficient funds make neces~
5.qu some. curluilmcnt in cd‘ arr-11101.1.
business sense of the community Lic-
mnml t 131 the curtailment begin? Al-
ways with lads and frills 1101‘~osscn—
Oi course; but. what are these
A1_
tien to business success is not up.
Vihen the business man is :1:"c d to
constructix e. to specify in positive
terms the improvements that he W111 1ld
have. name. “bat does he rcpr-Z’ To
teach pupils to spell; ‘10 write u'leglhle
hand; to compose a business letter; to
operations in
arithmetic quickly. confidently and 30- 5
curately; to be prompt; to carry out?
instructions; to be loyal to the in: r-
: a Public leginnmg to
Show Concern .ver Lack
of Adequate Teaching
gives some little support to the move-l
,the fundanlental, overVV helmi
11111111121115 assets that ontribute Gillan}; -
to material prosperity.
130'! seem to be tweaking critic.-
ot the all dominant business demon
on our ‘mhoois! This is not my inirr.
clan. .W‘ith the life of our people 11 ha; 1"
is, w: ._ our dominant interests ('1
7"“ can and ideals what they arr-
these demands (5n our public school.
are Inmtable,1ust as inevitah‘e :w:
the color of the education for whim
these demands furnish the pi°n1c1;t A
315: purpose in holding up befcxa .
4 .
(J
51::
of our education and in (iii-«91.1:
teniiozi _to_tbe equally fundanu
overwhelming public lnleresis :7
mantis that‘supply the pigment - ‘
col or is that we 111:15 fave
foundouemiens as these
Is this oVerWhelming ( 1 r v- « 7‘
V'iduai material sun. ccss :1 3;.
color? 15 it a mic c dos 1'1
prepare our youth to .cru :' 1
life? What is 1.) be r "
domination of those Tnnfr
1hose {aspirations nnd i}: .
peluate and stre-l
through the coirra 1h.
all our public 611-11... .
we limit do 131 so :
petulty .1111 .d (3121 '17" ..
tion? I
3::
Txme :to Pause and I"
Is it not
pause in C‘Jl‘ ;
1301 1‘5' lays... .
frets; f;
or the :.
lil‘t"
Of. \‘mg and :
uh. c111: Came I)» .1- ‘
‘ e c030: " lo 1’ ‘
ols. lhe s;
1 lilon 1?:er io—(iny
.myth; '11g 111 ’1'
r1
3"
of living and this was but
in Amerma of a ..tru,.
sum. an race.
. 51'1'
asp 1r
filings.
in this country W? s zilmc. 1 pure
divmuoistic;
. America,
trinity!
Vvere m b.1316 for me use of CVU'. 1
mo deg
,VV'qs little room for dispute or
enjm. men: of the proceeds of 51511 7.
ests (if-their employer-sill excellent 11mm ac
.lnd are changing 1.- .
:actical possibililirs of
.1az1ges in the near futons
:rr(d. ‘
The life of our people on tlzi
nt began with the stern st)" 11
1- st from nature the bare nee-354151 ~
1
V’?
11;; .'; -
m
.\
.11
At
3— TGHCWdl
£10 as old as the
Til: S struo-o;e V“.
c-mn.‘ (.2 ‘u- the 91—9.... ._, ,. N: in?
. _
1h:‘-.t our dominnn; liverwqu and
'.
.1035 are centered in material
ITnti V'en' ween ~ 4
1 ll lilES thee 33151523,.
01' l1”-
. eVery man 1‘01 r. tins-fl:
111-: land of indiVidual 0,3111“.
The raVV' materials of
re‘e of prosperity that an
fight 7171.:LCVP was limited. but 31-».
r1311. by 'be mans own (lions.
(2".1‘0.
minty eon crning the ouncesh
EPAOJ'. i031
T
type of {mlividua'l litre
1.1
illdiv 1. material ruining 11:1:m.‘
{ab‘15 ected its elf in the ..
color of our public education.
of inle' :1} success, expres (-
“Y1 merits.
[Cattalo
While talking in his discur-
sive, dogmatic way about Art.
Ruskin once said that no man
by taking thought could eve'r
make a new animal which
should serve as food for man.
It seems that the Canadian
Government in its conservation
of the disappearing bison has
produced as a by product the
Cmalo, which is as good to eat
as butcher’s meat.
REAT horas-o 111151an ohcé
more” roaming tl.c- vast plains
at northwestern Canada and
4“Thriving on land otherwise useless.
though offering the best of-gr1zlng
to these sturdy animals! Great heuis
. that may again offer buffalo hunting
. tormeh on the \‘orth American
confirmed: at a time when the majority
at people have come to believe that
the bun'aio as a big game animal has
(prover! No “lid dream this.
but the truth? a. possibility for the
'- immediate future.
For now there is not only great
promise "maritime herds may in the
their future roam the otherwise use—
iem grazing ground of northwestern
Canada in... Alberta. and Mackenzie
' ion-nary. but that there will also be
" M'aeveml new types of animal
which never before have trod the face
d the earth. animals produced by
We .tho bulialo with domestic
"We: but-lo and, the yak of central
1- . m and'theyak and-domestic cattle
.' and Shorthum. which already have
’ m the best for crossing with the
Uni-lo.
' '43: these possibilities are directly
he to the greatest experiment in wild
to conservation in the history of the
‘ i“ which has been conducted since
ul- year .4907 by the Dominion Gov-
ernment of Canada at the cost of a
We of million dollars.
m buk o! the buffalo from al-
1,...1nong'osjlnction to large numbers once ‘
into an the North American conti-
Wm been accomplished through
80 great has been the suc-
at this undertaking that the peo-
M have now a wonderful '
of I truncations meat supply
"doilh'rs invented to date in!
this great ex-
9 plains of the
a such breeds as the Hereford. Angus .
This—the '
its kind in the W',o1ld rooms in nut-l0
11ml star. 0 the Governments herd of:
lmi‘le in. or rather bison. for this ani-
mal. so long miscalled buffalo, is a
bison. :1 species peculiar to.the land.
The bison park comprises 15.875?
square. mikes, situated near the town
of Wainwright, close to the main line
of the Canadian Nut ion'tl
The park is inclosed by a gniVanized
steel “’ll‘e {oxide 75 miles long. 9 feet
high and requiring [0 construct‘
posts‘y‘and 1. 700 miles of wire e. As a
protection against prairie fire a strip
of ground tWenty feet wide is plowed
on..either side lof~the fence. The land
is well wooded and watered by many
smaliiinkes, providing the exact coun-
try which the buffalo lived in before
the vi‘hite man came.
According to a census of the herd
just taken there are now 6,000 head of
buffalo in the inclosure. In 1910 the
herd numbered 750. From this it will
be Seen that in twelve years the ani-
mals have increased eight times their
number. Thumby the year 1934.; Can-
ada. will own" 483000 head of buffalo,
not to count the new species of beef
producing animals raised from cross-
im: buffalo and domestic cattle, buf-
t‘a‘ o and the: yak, :zmd yak and the
domestic cattle. Before {urhin'g to
what has been accomplished in the
way of breeding new types of beer pro-
ducers of a_ hardy constitution and the
story of what; further types are being
planned by Government officials to
range the semi-Arctic plains of. Can-
‘ hem- flcial
gbeginning to show and which the 05-»
Railway. l I
250001
the bison and how it was SH.‘ ed is
here given.
From this story"; a better realization
may be gained hmv gr 1t has been the
nor): accrmiplishcd by the Canadian
.m'ernment, :1 VV ork the far reaching
rcsults of VVhlch are now
0A.
ficluls in charge ore seeking to ex-
tend in every Way.
\Vhen the nineteenth . century.
opened there were no buffalo east of
the Mississippi. for already a huge
demand for robes had arisen in Eu-
rope. By 1850 the wedge of settlement
had divided the buffalo into two prin-
cipal herd s—the southern and north-
em The gold rush to California. the
building: 'of the Southern Pacific and
other railroads quickly brought about
the extinction of the southern herd.
By 1878 the last of the northern herd
“on: south from Saskatchewan in a
last endeaVor to avoid being wiped
out. In 1880 the. Northern Pacific
opened up Montana. giving access to
the northern herd. ~For the next three
years the annual shipment of hides
“as 200 000 from this territory. By
1885 this had dwindled to zero. Only
one small band escaped, just when and
from where drifting it is not known.
To- day the descendants of this herd
roam the far northern reaches be-
tween Lnke Athabasca and Great
Slave Lake.
By 1390 the total of bison remaining
numbered, at a rough estimate, sons
thousand. or this number a. small
ada unassisted in any way by man. a.
brief “history1'ot the near, extinction
; herd, probably not more than two hun-
Hired had penetrated to the far north
w
, property“
’ 2Mexican halfbreed',
names—From this latter herd has arisen
.1 New Meat Bearing-Animallor
111115
At lubascu and d
or Canada. in the vicinity of Fort
;.&nith between Lake
Great Slave lake. This survived in
spite of the Indians and the wolves.
Of recent years «it has been protected
by ihc’ Government and is nCI'W be-
ievml to number betwevn 3.00 and 600.
Anothcr herd was in Montana. the
of im illiterate 1111:. shrewd
Michael Pablo by
the great one in the Canadian park to-
day. More wonderful still the hem
0‘ Pablo, which . were ' eventually
found to number 716. “ere directly
due to {our buffalo calves, two males
and two females being saved by.‘a
Pend d‘Orea'ile Indian from destruc-
tion in 1375- These he gave to his
father-inlla'w. ’The‘ herd of a desert
head were purchased by Pablo: fora
few hundred dollars half a dozen years
luter._ He leit the animals to run wild
on the Pen'd'd‘Ox-eflie reserve. .
In 1907 the'il'nited 'States Govern-
ment decided to 1211er open the reserve
{for settlement. and so Pablowas forced
'lo consider the future 0: his herd. He
offered to sell it to the United States
Government, but. in spite of the sale
being strongly supported by Theodbre
RooseV elt and others interested in the
preservation of natural wild life Con-
gress refused to sanction the pur-
chase.‘ ‘
Pablo then offered the herd to the
chase was completed. Pablo had never
given the herd any particular atten-
before the white man came. .
and ‘ woods along the Pond
'Orellle RPVLer in absolutely, natural
conditions, and were wild 5L; any herd
He did
not even know how many he had.
Rounded Up in 1907
And Shipped to Canada '
Early in ‘the summer of 1907 Pablo
got a collection of the best riders and
horses and started to round up his
buflalo. The buffalo outran the
iswiftest horses, and, when cornered,
’many of the old bulls turned and
roarged; forcing- the pursuers to scaté
ter to save their lives. In spite of this,
the meii succeeded blending 'on trains
Iour hundred and eleven. 1110eg cows
‘aud cakes. , Next year in the autumn
the last or the band, mostly bulk.
were rounded up in a corral. But in
the night the animals broke out, and
by climbing an almost sheer precipice
Joroke away to the mountains.
' The next year they. were again cap-
tured; this time each animal was
shipped in a great cage Iromgtbé point
of capture to the railway 515311011 zit
Ravalli, Mont. It took. nine days to
load the two hundred—me wildest and
strongest. of the herd; Eight of them
killed themselves in ‘their struggles
while they wen;s being dragged aboard
The
Canadian GovernmentӤnd the purel special train carrying them made bet.-
and the
animals, onco' loadedr- arrived at the
the cars with block and tackle;
ler time than an express,
tion.
The animals had roamed 'the
park with a. loss or less than' o'n'o—
ha—lt of 1 per cent. This herd 11':
added to by' thirty more from a p:
Vale herd at ‘Knlsspel and 0!...
sources, bringing the total up to 1710,
in 1910. Which increased to 6.000 by
1923.
The possibilities of a. new type ('5;
animal to be obtained fxoni mitmgg
buffalo and domestic cattle, .1 tyne;
w’ith the good qualities of. hot 11 com—
bined, were thought about by Various
men as far back- as 1-383. But not
until the. late Mr. Mossom Boyd of
Bobcaygeon. Ont, bcgu'n experimenb
ing in 1894 was any great progress
made. By mating. a. pure buffalo hull
with various domestic cows he suc~
eeeded in building up a. herd of dif—
ferent 1571195 of :1.~ new race rifhani-
mals. Upon his death”, in 1915, the
Department or: Agriculture sure-based
from his estate twenty head of
hybrids and cattaloes., These were
brought to Wainwright Park and
placed' in an inclosure adjoining the
buffalo range. '
A hybrid is a halt buffalo. half do-
mestic .cmiv. A cattalo is the olfspring
ofitwo 115&11'ids. Both of this new race
have a. great. many points which make
hides are of fine texture, mingling
beauty with serviceahlllty. valuable
tor coats and robes. commanding from
dition. It is hoped, in the near future
to place them upon the market.
Mr. Maxwell Graham. director. of
3.,
m 1.. H b
merit
disease.
they. are equal to the buffalo
thrive on comparatively peer 1.221811. -
They live without shelter on the
berta.
them valuableanimals to foster. The-15m capable of living in the ,,
$50 to $100, according to size and con-,
1 will exist. owing to the no ‘1
«Iii-
. 11 to the 111111.115 '1“: ry do
at cuff. lufore a storm as ra
le do.
w
11:11? (hi.
. and are not susceptible to dis—
The herd owned by the Gm-en.
has never had any infer-lie.
In the matter of rustic.
m
m
o
:\1
plains and only a few 1111..
have been fed hay during one \‘Ylfllll
when.the snow was very deep.
A careful examination of the 1171.1
in thé autumn of 1919—21 particui. 1‘::.
{Mod test rear—showed these animals
to ice' in mLch higher flesh than 1‘1..-
mestic cattle foraging on the sum.
range; their condition was OuiFlnmi-
'31le good. considering the very .11;
season and poor figure.
The mum purpose of this Ln.-
fwhlch has been produced by the l1»
perimental Farms Branch, Dem: :!
'ment of Agriculture, and the F11:
Branch, Department of the lure-1.. 3
is not to replace, or even ‘use. wlw .1
domestic cfitle thrive profitably: .r
to be a race-of animals of cos I in:
part of the prairie provi'
northwest territories. whmg'
such ian enormousd'ange 111‘ > "-1"
quality supporting nothin:
ratfl‘e' breeding does not
'- \'v 1‘
1., 2.3-
.ie’r shelters and ”large q11'11 .1'1-~ «l
dt: 1
park animals, ~wh0. has given many
yearn" study to the breeding expell-
stored winter feed which
cattle, require. ‘
Norwalk Chronicler