Spilyay Tymoo
Warm Springs, Oregon
April 25, 1996 9
Arlene Boileau
4-H & Youth
Bob Pawelek
Livestock
Clint Jacks
Staff Chair, Madras
service
Norma Simpson
Home Economics
Sue Ryan
4-H Assistant
(503) 553-3238
a:
The Oregon State University Extension Service staff Is devoted to extending research-based Information from OSU to the people of Warm Springs
In agriculture, home economics, 4-H youth, forestry, community development, energy and extension sea grant program with OSU, United States
Department of Agriculture, Jefferson County and the Confederated Tribes of Warm Springs cooperating. The Exenslon Service offers its programs
and materials equally to all people.
-.T.v
- r a. m
mtf . lit
The Clover speaks-
by Sue Ryan
The 4-H program had two very successful
4-H youth and community cooking classes
on April 9th and lllh in the 4-H kitchen.
Participants learned the secrets behind mak
ing Microwave Jams-n-Jellies and Micro
wave Candies during the sessions. In this
Clovcrspcaks, I'll share the recipes from
Instructor Liz Blann's kitchen for Micro
wave Jams-n-Jcllics.
Microwave Jam and Jelly allows small
batch preparation, which fits into busy sched
ules. In addition, we know our preserves
won't scorch and do not require constant
attention. Boil-overs are a thing of the past as
long as a large, deep bowl is used. Be sure to
read Jam and Jelly Tips before making your
first batch. Either liquid or powdered pectin
may be used in microwave jam and jelly
making. It is best, however, not to substitute
one for another in a given recipe. The key to
understanding the use of these two pectins is
to remember that powdered pectin is boiled
with the fruit so it dissolves before adding
sugar, while liquid pectin is already dis
solved and can be added with sugar.
JAM AND JELLY TIPS
1. Do not double the recipe.
2. Do not reduce sugar.
llllfli
Oregon Indian Education Association
by Norma L. Simpson
During the Keynote Speech of US Sena
tor Ron Wyden of Oregon and panel of Donald
Sampson of the Confederated Tribes of
Umatilla, before the Oregon Indian Educa
tion Association, we heard them say many
things about the changes of funding to Tribal
programs as a result of the present congress.
Our astute lobbyist and Tribal delegations
from around the USA have been able to
restore many of the budget cuts to Title 9
funding for Education to JOM for the 1997
budget. Only to hear from Mike Clements
that the budget proposed by President Clinton
is probably "dead in the water". It means we
need to continue to fight for the educational
funding that is needed.
One nugget that came from the speakers
was the importance of education, and the
earlier the better. Start with the tiny ones
with learning to listen and speak.
When I returned to the office, I recalled an
trtirlp. hv To Anne Kock's Extension Con
nection Home Economics Newsletter July
1995. The next two Spilyay issues will give
different ideas about the family's role to
teach each new child to speak and to listen.
Here are some ways that you can help
your infant or young child learn to talk.
During the first six months :
Stimulate the child by talking to her or
him. If this does not come naturally to you,
try some ways to talk with the child as you
work.
When you are caring for the baby, tell her
what you are doing. "Let me wipe off you
STOCKMAN'S ROUNDUP: Graze with care during greenup
A ll
by Bob Pawelek
OSU Livestock Agent
We put up with a lot of snow and rain and
frosty wind and mud this past winter. Chapped
hands and numb feet are finally healing up.
The earth is warming and the grass is
sprouting. Turn 'em out and let 'em graze.
Wait Be careful.
A quick burst of grass is not always ben
eficial. Sometimes it can turn deadly for your
animals. A condition known as grass tetany
is likely to occur at such times.
Poisonous plants arc also beginning their
development. Lupine poisoning is among
the most serious problems ranchers here face.
3. For jam and jelly making, be sure to use
a deep 4 quart or larger glass or microwave
safe bowls.
4. All cooking times given are a guide.
You may need to add or subtract cooking
time due to brand differences or wattage
differences in microwave ovens. Remember
to use the highest power setting, 1 00 . After
jam or jelly mixture has come to a full rolling
boil, power may be reduced to 50 to 70 for
a gentler boil if needed.
5. Wait until the jam or jelly mixture
comes to a full rolling boil as the recipe
directs. Be patient !
6. Jams and jellies need to be stirred to
distribute heat. Frequently jam or jelly mix
tures will boil up when stirrcd-be careful !
7. Sugar mixtures get very hot so remem
ber to use pot holders when removing bowls
from the microwave oven.
8. Whenever pectin is added, add it gradu
ally, stirring very well.
9. To test jelly for doneness: Dip a metal
spoon into boiling jelly, remove and allow
the juice to drip from the side of the spoon.
As it nears the jelly stage it will drip from the
spoon in two drops, 14 to 12 inch apart;
when the jellying point has been reached the
two drops will run together and drop off in
one sheet or flake.
10. A conventional candy or jelly ther
mometer may be used to test for doneness
instead of the jelly test. However, be sure to
test with the microwave power off. Do not
leave the thermometer in the microwave oven
with the power on. At sea level, the jellying
point is reached at 220 degrees to 222 de
grees Fahrenheit. At higher altitudes it is
reached at lower temperatures.
TRADITIONAL BERRY FREEZER
JAM
Blackberries, blueberries, boysenberries,
gooseberries, huckleberries, loganberries,
marionberries, raspberries or strawberries
will all work well in this recipe. Makes about
3 pints.
4 cups slightly crushed fresh berries
4 cups granulated sugar
2 Tablespoons lemon juice
2 ounces liquid pectin
Combine berries, sugar and lemon juice
in a deep 3 quart or larger bowl. Microwave
for 7 minutes on HIGH(100 ) power; stir
face." Now I wash you nose, "giggle, giggle,
babble, babble" says the child as she trys to
form words. Remember she is too young to
do much else. But she is learning that words
and sounds come from her mouth, and she is
trying to talk with you. Talk like you nor
mally do as you respond in the conversation.
"I love to hear you babble and giggle. How
about a hug for your efforts!"
Share a picture book or the newspaper as
you check on the specials at the supper mar
ket. Talk out loud, as you see the meats, the
milk bottle, the bananas. She begins to think
that pictures are associated with words you
speak.
Find time every day to be alone with your
boy or girl and to play-talk with the toys or
the furniture or the pets or with food. "Would
you like the milk instead of juice? Listen to
your baby, Answer your baby each time she
"talks' to you, only you use words instead of
his babbling sounds. Have conversations with
him. Yes, vou know it is not the type of
conversation that you use with grown up
children but it is the way the children learn.
Each person can "talk to the child, and re
spond to the child's attempt to talk to you.
Remember it is a long process, and every
person in the village has a role to play whether
the child in a cradle board, a crib, in the car
seat or on horse back. Talk about the trees,
the flowers, the cows, the roots, the friends
and the elders.
Six Months to a Year:
Talk to her directly. Use key labeling
words: "Where are your socks?" not "Where
Tetany and its symptoms
Grass tetany occurs most often in older
cows with calves under two months of age.
Cows grazing fast growing, young pasture
grass may be most at risk to develop tetany
problems. Cloudy, windy, rainy weather
seem to affect the cow and the grass by
lowering magnesium levels. A week may
pass after cattle are turned on to a pasture
before any signs are seen.
Affected animals may become excitable,
expressing a wild stare with erect ears. They
are uncoordinated and tend to lean back
ward. An animal affected by grass tetany
often has trembling muscles, grinding teeth,
then come down with convulsions and soon
die.
Preventing tetany
Graze clovers and legume-mixed pas
tures first. Legumes contain twice or more
the concentration of magnesium as grasses
grown on the same soil. Very thin cattle
should be fed well with long dry hay, and be
exposed to a mineral block for several days
before entering lush pastures. Watch your
herd carefully for the first week or so after
they've been turned out.
Treatment
Early treatment by or on the advice of
your vet is very important. Cattle down for
more than 1 2 hours arc prone to suffer muscle
damage and rarely recover. Animals should
well to combine. Continue cooking 5 to 8
minutes more, stirring once halfway through
cooking time. Mixture should come to a full
boil.
Remove from microwave and stir in pec
tin, making sure it is well combined. Let cool
2 to 3 minutes. Fill containers to within 1
inch of the top and seal.
For immediate use: Rcfrigerate;keeps
several weeks.
For longer storage: Cool to room tem
perature, then freeze.
Note: Frozen berries may be used but
cooking time will increase by 4 to 6 minutes.
If using frozen berries, defrost in microwave
on 30 power. One quart (4 cups) takes 5 to
6 minutes. Let rest for 5 minutes after de
frosting. JUICE JELLY
This versatile jelly can be made with any
of the following: apple juice, grape juice,
cranberry orcranapple juice cocktail. Makes
about 4 half-pint jars.
2 cups juice
3 12 cups sugar
3 ounces liquid pectin
Combine juice and sugar in a deep 4 quart
or larger bowl. Stir to mix well. Microwave
uncovered on HIGH (100) power until
mixture comes to a full boil, about 12 to 14
minutes. Stir halfway through cooking time.
After mixture has come to a full boil, stir in
pectin. Microwave on HIGH, bringing mix
ture back up to a full boil. Time at full boil for
1 minute. Skim off any foam with a metal
spoon and pour jelly into hot, sterile jars,
seal.
Variations:
Mint Jelly: Prepare jelly with apple juice
as directed. After skimming, add 12 tea
spoon mint extract or 1 drop mint oil and 6 to
8 drops green food coloring (optional).
Stir to mix, then pour into hot, sterile jars
and seal.
Rose Geranium Jelly: Add 4 rose gera
nium leaves to apple juice and sugar before
cooking. Prepare as directed, removing leaves
before ladling into hot sterile jars.
Many thanks to Liz Blann for coming
down on April 9th to share her secrets about
Microwave Jam-n-Jelly making. In the next
edition of Cloverspeaks, I'll have the Micro
wave Candymaking recipes for you.
conference held
are they?" Talk with the infant so she can see
what you are talking about. Hold up the socks
and tell you her "I'm putting your socks on
your feet. Now let's put on your moccasins."
Talk to her about things that will be inter
esting. Maybe the new Bunny toy he got for
Easter. Use a lot of facial expression and
hand gestures. Try to connect your gestures
to the words you are using. The baby will
respond. Try to understand what your baby is
saying. Respond with smiles and words and
joy for the growth of your baby.
Say "Listen to "Talking Drum" on KWSO.
Can you hear the drums and the singers?"
The sing along with them. You might be
surprised as the child sings with you.
Talk to your baby in sentences that make
sense, including familiar situations and use
the first few words she uses. Do not correct
invented words the child makes. These are
slips of the tongue that will get better as the
child learns. If you ridicule the child at this
point, the child will stop trying to grow up.
Most of the ideas in the article came from
Your BABY AND CHILD: FROM BIRTH
TO AGE FIVE, by Penelope Leach.
Remember to sign up
for any of the three
camps OSU Extension
is offering, call for
deadlines.
be handled gently with as little stress as
possible. Magnesium sulfate (epsom salts)
may be used either subcutaneously or intra
venously as a treatment. Any treatment should
be done only after consultation with your vet.
Lupine poisoning
Lupine is a common wildflower in the
Northwest, with tall blue flowering parts.
Ingesting lupine may cause "crooked calf
disease," characterized by buck knees, twisted
or crooked front legs, twisted spine and neck,
and other abnormalities. Young pregnant
cows run the greatest risk when grazing toxic
lupines early in growth. The early flowering
and post-seeding stages have low hazard.
Prevention
To reduce the incidence of the crooked
calf syndrome, grazing lupines during their
least hazardous growth period and reduce
exposure of pregnant cows when they are in
their most susceptible period of pregnancy.
The hazard is at its highest when either young
lupine or lupine in the mature seed stage is
grazed by cows whose average stage of ges
tation is between the 40th and the 70th day of
pregnancy. The hazard is lowest when lupine
is in either the early flower or post-seed
stage.
If introducing horses onto infested pas
tures, feed and water the animals well before
turning them out. Minimal ingestion of the
lupine toxin can kill a horse, given a chance.
""Troubled" children
by Norma L. Simpson
The OSU Extension office gets a newslet
ter called School-Ape Connections The last
issue contained a story by Cathy Malley. She
wrote about the "Hurried Children" who
make up a large portion of the troubled chil
dren seen by clinics. Many of these young
people experience school failure, are involved
in delinquency and drugs and are those who
are committing suicide. These children com
plain of headaches and stomach aches. The
children are unhappy, hyperactive or lethar
gic and unmotivated. Most often we associ
ate these same symptoms as related to stress
by adults.
A common statement is that children are
very adaptable, and so they bounce back
easily.
But are they able, or do they tend to find
other ways to respond to changes and crises
by changing their behavior.
The following list of behaviors may indi
cate that the child is under stress. You will
recognize these behaviors from most chil
dren at times. But for the child with a stress
Registration for sewing
classes ends April 30
by Norma L. Simpson
Registration begins ends April 30 for three
three-hour classes for Beginners who are
learning to use their sewing machines. The
classes are free to Warm Springs Reserva
tions participants, male and female.
To participate you need to register on a
first come first serve basis.
Class 1: Friday May 3 -9 am to 12 noon
- 8 participants only
Class 2: Friday May 3-1:30 to 4:30 pm. -8
participants only
Class 3: Saturday May 4-9 am to 12
noon. - 8 participants only
Please arrive promptly so that we can all
receive instructions before we work with
each individual person on their own ma
chine. Participants need to:
Bring your own sewing machine, and
instruction book for the machine if you have
one.
Bring oil for sewing machines'
Bring needles that fit the machine and
types of fabric that you sew on. If you sew on
jeans and other heavy fabric, bring size 16
(or 100 European size). If you want to sew on
light as well as heavy fabric, buy a box with
sizes 10 -12 -14 -16.
Bring 12 yard light colored plain fabric
to use to test the machine and to learn various
types of stitches to use as samples for future
sewing sessions at home.
Bring a spool of dark thread (polycord)
which is polyester thread covered with cot
ton. Bring at least one bobbin for your ma
chine Bring pins and a pin cushion.
Bring sharp scissors, and any special fab
ric you want to learn to sew - such as
interfacing for collars.
Bring a small screw driver designed for
you sewing machine if you have one.
This is short notice because we may
soon lose the space during the remodeling of
the building for an elevator. If you plan to
attend, notify your friends too. The notice
will go to the KWSO before you read this in
Spilyay, so register promptly.
IP SnM Weston (sillllr
1 1 vJ Li? ) ; N the. wesr.
M I j- ' ssSjaa!Zma&
What is cooperative extension?
The West's extenents cover some ground: They counsel Colorado wheat farmers whose
crops are being nibbled by antelope, broadcast advice on pest control over the radio waves
in Washington's apple country and help farm kids raise prize calves. They distribute press
releases with titles like: "New Crop Year Should Include Personal Stress Management,"
"New Videos Offer Tips on Controlling Gophers and Ground Squirrels," "Fat-Free Doesn't
Mean Calorie -Free" and "Hog Cutback."
Cooperative Extension was formed by Congress in 1914 as an adjunct to the land-grant
university system. Do-everything county agents and regional specialists-which together
number about 1,500 in the West-often consult university reseachers to answer local
questons. The tow systems were mandated to hel rural people stay productive and prosper
ous. They are funded by a combination of a, state and county funds.
have stress symptoms
overload, these behaviors may exhibit most
of these and most of the time.
Stressed children may:
become unresponsive, withdraw from
others
have frequent temper tantrums
act sullen or unhappy
develop eating problems
have frequent physical complaints like
headaches, or stomach aches
be overly sensitive to mild criticism
chow netrrpsviinn tnwnrH others
have an uncaring attitude about their
behavior or responsibilities
develop excessive self-stimulation hab
its become clumsy, jittery, nervous
be hyperactive, unable to concentrate
talk compulsively about anger, threats
or fears
Malley suggests that parents and teachers
can do small things that change children's
behavior:
Make a picture of each child that the
children can like so that they will see
themselves as persons of worth. If you
don't have a camera, ask someone to help
you. I know that kids pull faces, but try to get
one of them that docs not make fun of them
selves. Especially, don't tell them to look at
the camera. They tend not to be positively
supportive of the idea. Once you have the
picture, display the picture in such a way to
say "These are Special Children - unique -one
of great worth to the family."
Emphasize a positive concept of others so
that they see others as persons of worth
I loved Aunty even with whisker on her
chin. She likes it because her mother had one
too.
Encourage children to be themselves,
rather than being pushed to be what they
are not For example I have a number of
children who come to my OSU extension
office because it is full of books and maga
zines. These children love to read rather than
be in the basket ball court throwing hoops.
Allow children to progress at their own
speed, within the framework of their own
abilities self achievement How many times
to you hear "Why are you so slow? Why
can't you do it like your brother?"
Motivate children to see the world of
knowledge around them through experi
ences and reading that will answer their
questions. In our tribal setting, most things
are passed from one person to another. Help
the children search for the person to gain
from the elders and others who value their
Indianness. Many trips to the museum could
open their eyes to the past and the present.
The Culture and Heritage Department has
opened the eyes, ears and tongues of many
about the tribal languages of the reservation
with the most modern of technology in the
computerized program.
Allow time to learn at their own pace
and time to spend by themselves absorb
ing what they have learned. Sometimes the
hectic pace of reservation living has cut short
the time needed to benefit from the learning,
sifting and winnowing the kernels of new
knowledge when they make the most im
pression. Young minds need time.
Freedom from anxiety - so that their
confidence may grow in their own ability
to cope with the experiences that lie ahead.
Value the children's interest to sort through
their new experience - either alone or with
you. Recently a mother told me that her
daughter was terrific about sharing her life. I
complimented the mother for teaching "her
child what wonderful things we have to share
together. The Mother and Father had taught
their children very well, the importance of
the parenting roles and the benefits.
i