THE INFLUENCE OF CHEMISTRY. 131 



I give them a mixture composed of equal parts of cotton 

 seed, corn meal, ground cob and all, and shorts. 



Mr. West. How much to each cow? 



Mr. Hillman. I commenced with my older cows and 

 heavier milkers, giving a quart of each ingredient of the 

 ration morning and night, with a foddering of hay, etc. — 

 not a heavy foddering, as I have said ; and I found, after 

 watching those animals awhile, that I could see that it 

 improved their appearance ; and that was followed by an 

 increase of milk. I don't know whether I am workino- in 

 the right direction or not, but I am going to follow along 

 until I sen some reason for making achanofe. I am ffoino- to 

 feel my way along ; but if we could have somethino- that 

 would give us a more definite statement, without so much 

 digging for it, it seems to me that we should derive greater 

 benefit. 



President Ciiadbourne. The gentleman said that he 

 worked one whole day on those tables, and, as I understood 

 him, that he never worked harder in the hayfield in his life. 

 I think it is apparent to this whole audience that he never 

 earned more by working all day in the hayfield than he did 

 by working over these tables. 



Mr. HiLLMAN. Not half as much. 



Presidc-nt Ciiadbourne. He says he was not born early 

 enough to be trained in an agricultural college. If a man 

 learns as much in one day, with hard study, as he did, what 

 would happen to him if he worked four years at the agricul- 

 tural college and studied just as hard ? 



Now, I have risen for the purpose of driving a nail home 

 here if I can, and that is to say that it requires hard study, 

 not only one day, but two days, and one year, and two 

 years, and this thing cannot be simplified so much that it 

 will not require hard study on the part of every farmer who 

 wants to consult these tables and understand what they real- 

 ly mean. A great deal can be done in simplifying. I 

 believe in that. I believe in making studies plain, simple 

 and easy for the student. I do not believe in the old doc- 

 trine that students must have everything made hard in or- 

 der to get a good deal of exercise out of it. They say you 

 want to make things hard in order that the boys may get 



