The Secretary: I will say that the rooms here at the University are open and available at any time the Association wants to come here. I feel we did not get the support from the dairy people of this community that would warrant us in inviting you to come back next year, and I believe we can do more good by going elsewhere for another meeting.

Mr. Schlosser: As the name of Plymouth has been mentioned, this Association may be interested in the size of the town, as to railroad conditions and the hotel accommodations. As far as the city is concerned, Plymouth is big enough to accommodate this Association. It is the county seat of Marshall County; it has three railroad lines, viz., the Lake Erie and Western, Vandalia, and also the Pennsylvania. It is one of the nicest towns in northern Indiana. This Association has never been in the northern part of the State. Plymouth is located in Marshall County, in the central northern part, and we people are willing to guarantee this Association will have no trouble in securing all that is asked for, and for that reason we are here to ask for the next annual convention.

The President:

This matter is referred to the Executive Committee with power to act. I understand that President Stone is in the room. We would like to have a few words from the President of Purdue.

Mr. Stone: If you turn this meeting over to me you are likely to have a long session.

The President: Do you see this mallet?

Mr. Stone: You can't make much impression on (S)tone with a wooden mallet.

Well, gentlemen and ladies, I am glad of even a few moments to come in here and speak on the subject of Purdue University. If it be your wish, as I understand it, that I may devote a few moments of your session to that subject, I shall be glad to take advantage of that opportunity for this reason: I find that Purdue University as an institution of instruction is not well understood by the people of the State. Those who have clear ideas of what an institution of learning is, have largely derived their ideas from the older class of colleges, with which Purdue University has very little similarity, and once one has visited Purdue University or some other institution of similar character they will have a clear conception of what we are trying to do here and how we are trying to do it.

Purdue University represents a new kind of education that has been developing itself slowly, but in recent years with great rapidity throughout the country. Industrial education. Some people say that is not education at all; that there is no education in training men for their busiSome people resent that thought. I do, myself, because I believe we strive to educate the head and the eye and the hand to do the work 40-Board of A.

ness.

he will have to do, and to make a good citizen is the highest kind of education. And something of that is what we are trying to do at Purdue University.

The

This institution was founded by an Act of Congress in 1862. Act as passed by Congress at that time provided for the establishment in every State of the Union which would accept the conditions proposed by the bill, according to two terms of the Act, not schools, but colleges giving "instruction in agriculture and the mechanic arts." These are the exact words of the bill. Based on that Act of Congress, they established in every State in the Union colleges giving instruction in agriculture and the mechanic arts, which two terms include all the industries based on agriculture and the mechanical arts. That is what Purdue is trying to do. It is giving instruction, so far as it is able at the present time, in all of the industrial arts, including agriculture. The process of doing that emphasizes a new kind of educational method. The laboratory method, because it is not enough to teach boys out of books. He has to deal with the living thing, or if he has to deal with the machine or tool, his training must include actual handling of that living thing or tool.. And so the education in the industrial arts involves laboratory work. It necessitates a large and complete equipment for instruction and laboratory work in the industrial arts.

Purdue has grown in the last four years. If your business increased 80 per cent. in four years' time, you will see what that means. You would have to increase the size of your plant. You would have to increase the number of your managers and workmen. That would mean that you would have to expend in your business pretty nearly 80 per cent. more money. Well, Purdue has been growing to the extent of 80 per cent. in attendance within four years. It has increased 80 per cent. in attendance in four years, and its income has been increased 15 per cent. That is the big thing about the college. So that today we stand facing that condition at Purdue, an increase of 80 per cent. in attendance and an increase of only 15 per cent. in the income, and so you can see where that leaves us at this time with regard to taking care of our students. We have over 1,300 students at this time, and we have very little more means to take care of them with than when we had 750 students a few years ago. That is one of the problems; one of the needs of the institution. I say this to show you that there is a demand on the part of the public for this kind of education which Purdue University is giving. The demand is not equally distributed. The greater part of the students in this institution are to be found in the engineering school. I think that is not altogether a wise demand. I don't know that it would be necessary or advisable to have less demand for the engineering education at this time, but I believe the greatest demand of all ought to come for the agricultural education. There is no field of industry in which training counts for so much as it does there, and there is no field of industry in which

training is so necessary. Let me suggest one thought: A few years ago, when some of the older men here present were boys, it was possible to go into any kind of industry as an apprentice and by slow effort and hard knocks learn about that business, so that by the time a man grew up, he would be well versed in that business. Now, that is not possible today. Business is done on a different basis altogether. This school proposes to give a man in three or four years training in these different branches which, if he relied upon his own efforts, would take him a lifetime to learn. The same thing is true of the farm. Here is a young man that wishes to run a farm, he can learn more in twelve weeks' time under a competent instructor than he could learn in twelve years by knocking around. Take it in the dairy business. He can learn more about the milk and the handling of the products here in ten weeks than he could learn in ten years outside. The value of a school of industrial training is apparent. The man who fails to recognize the value of an industrial training is behind the times-does not understand the situation.

I referred a moment ago to the relative demand for this training as shown by the students who come to Purdue University. Last year in the entire State of Indiana, less than 125 young men sought training of any kind in farming. I don't know how many thousands of young men there are in this State who live on farms or growing up in connection with farms or who hope to spend their lives on farms, but out of that number less than 125 last year sought any kind of training in the line of their business, so that when I say the demand for training in the line of farming in the State of Indiana is low and small, I am stating the facts. We do not mean the students who come to Purdue University. It means all students of all kinds in the State of Indiana who sought agricultural training. Now, that ought not be so. Here is a great State. The agricultural business in this State is the greatest business here. There is no State in the Union that is so favored, and what are they thinking of if they expect to maintain their position among other States and among other industries if they neglect this fundamental idea at the present time, the training in the line of their business? I don't say that reproachfully; I say it regretfully. I wish there might have been ten thousand farmer boys in this State last year who had such an idea of the value of training in their business that they had sought some one, some grade of special training to help their work. I wish there would have been ten thousand of them. We want to see students in this line. I am not concerned about the Engineering Departments of this University. We have had trouble to keep people from overrunning us there. We have the doors wide open in the School of Agriculture, and we are doing everything we can think of to make it profitable and desirable for young men and women to enter this department, and the only thing we feel the lack of mostly at this time is the lack of students. This building ought to be crowded twelve months of the year with young men and women who

want to avail themselves of some of the opportunities within their grasp. I was talking to the Tippecanoe County Farmers' Institute; they come here and discuss agricultural matters, and I said to them, “How many students from Tippecanoe County are in the School of Agriculture?" but they did not know. Two is all. One is the son of a college man and one is the son of a farmer. Now, why is it? I talk to people and they say "you ought to have more professors and more buildings." Why, bless you, put yourself in my position. If you have a family of thirteen children, you can't starve twelve of them in order to send the other fellow to school, can you? You have to have some reasonable distribution. We are trying to make a start in this business here. We have a pretty good building. We spent about eighty thousand dollars in this department in the last two years, and we would like to see a few more students come up and fill the building before we go to building an addition. I am prepared to go to the Legislature and ask for ten more of them, but what are they good for if students do not come to it? One hundred and twentyfive students trained in agriculture in the State of Indiana does not represent what the people ought to be doing. If you tell me that we need more things and lots of them, I am going to ask you what for. If the students are demanding them, where are the students? Where are they? There were only 125 of them in the State of Indiana last year, and fewer this year who are seeking agricultural training. Do you know what we are doing here? Do you know what courses we are offering? You know what the facilities are in this institution. You know that the farmer can come here for three months in the winter time and get training that will make a cash return to him inside of a year double what his expenses

were.

I didn't come in to start up a controversy or discussion, but I think if you will examine into it, that the agricultural men go to more instructors than any other students; they are the ones who have the greatest variety of courses; they are the ones whose expenses are the cheapest of any one in the University. We are doing all we can for them, and we want more than 125 next year taking the course in agriculture.

Mr. Maish: I wish to ask if the essays that were read are to be discussed in any way?

The President: We won't have time to discuss them.

Music by Purdue University Mandolin Club.

The President: We will now ask Mr. Gurler for his talk on

"THE INDIVIDUALITY OF THE DAIRY COW."

H. B. GÜRLER, DE KALB, HLLINOIS.

In the annual records which are summarized in the following table I have put the price of skim milk at twenty cents. Before that, I had

put it at twenty-five cents per hundred, applying an old rule that skim milk is worth half as much per hundred pounds as corn is worth per bushel, so that on these figures I have made the price pretty low, and where skim milk is used intelligently it is worth more money than that. You will notice that the calf and the manure are not taken into consideration. It is an uncertain quantity about what the calf is worth; it depends upon what the cow is and what the sire of the calf is, and I felt it was wiser to leave the calf out entirely, and let everybody put his own value; and the same with the manure.

Then comes the cost of the feed. I fed some gluten meal from the glucose factory; I fed some from the distillery at Peoria, and got my protein cheaper in that form than in any other form, but I struck one carload that had something wrong about it; it was not palatable, and I had some sharp correspondence about it. The manager thought I didn't know what I was talking about, but he found out that I did.

That reminds me, I want to talk a moment on the question of palatability. It is the first thing to be thought of in feeding. There is any amount of nitrogen in the atmosphere, and it might as well remain there as to be in an unpalatable feed as far as the cow is concerned. This question is not sufficiently recognized. Chemists can not tell about the palatability of food. They know how to analyze, and that is as far as they can go, but they can't make the cow eat it and like it.

Hay was charged at $8 per ton and the corn silage at $1.50 per ton. For last year perhaps that price was a little low, but even at that I can tell you there is a good profit in growing corn for silage, if we grow fifteen tons to the acre, as every one should. You see there is a gross income of $22.50 per acre, and if we allow $10 for interest and the growing of it, you have $12.50 left.

That will pay interest on $200 land and not many of us are asking $200 an acre for our land. It is hard for us to put a market value on silage, as it is not a marketable food, but I have given the farm a profit for growing it, and I think that is sufficient.

Then I charge up for labor $12.50 per cow. That was a basis that I figured out ten or twelve years ago when I made milk for the creamery. It may not be strictly accurate. Perhaps labor is a little higher