JUDGING THE DAIRY COW IN SCHOOLS. 17 



If possible, the animal chosen for the first lesson should approach 

 the perfect dairy type, as it will aid in fixing that ideal in the minds 

 of the students. 



If the class has been studjdng- the beef type and the students have 

 had experience in judging cattle, the first period may be spent in 

 comparing a dairy cow with a beef animal. 



Scoring the dairy cow. — After the students have become familiar 

 with the card and the method of approaching the animal they may 

 make individual scores. The student should have well fixed in his 

 mind at this time an ideal dairy form. The card will give the score 

 for perfection in the various points; the student will enter, a score 

 which represents the points which he judges the animal to be worth. 

 The sum of these points gives the score of the animal. It should 

 be remembered that the use of tlie card is chiefly for the purpose of 

 training the student in observation, so that no details should be 

 omitted. The value of the card in judging animals depends largely 

 upon the care with which it is used. It will be noted that the weights 

 of different points A^ary greatly. 



The scoring should be according to the following basis: 1.0, per- 

 fect: 0.9, very slight defect; 0.8, slight defect; O.Y, defective; O.G, 

 marked defect; and 0.5, poor. 



The number of points given for any particular part of the animal 

 should be multiplied by the classification of that point, in the mind 

 of the student. For example, chest is assigned 8 points and the 

 animal examined is found to be defective. Eight times 0.7 equals 

 5.6, which represents the final score for chest. In this manner the 

 various parts of the body are scored in a proportional manner. 



The value of accurate first impressions should be emphasized. As 

 the student approaches the animal he is impressed at once by her 

 temperament as indicated by her general shape and the development 

 of her milk organs. An impression also as to her capacity and health 

 will be evident. Observations should be taken from all sides of the 

 animal, as development is not always uniform. Students should 

 make an estimate of the cow's weight, and, if possible, their estimates 

 should be compared with the weight as shown by the scales. A 

 measuring tape will be useful at first in aiding the student to get 

 proper ideas of proportions. 



After the cow is sized up in a general way the student should 

 proceed to go over her carefully point by point, commencing at the 

 head and working in a systematic manner. Considerable attention 

 should be given the barrel as an indication of capacity for feed, and 

 the rliest rapacity as an indication of strong constitution. (Fig. 13.) 

 Each student should f<'('l of the skin and hair and o])serve the secre- 

 tions in the eai's. S]iecial attention will be gi\en tlie udder in its 

 relation to milking capacity. Each student should examine carefully 

 the rnaminar-y veins and milk wells. While it may not be ])ossible 

 for each student to assist in milking the cow. tliis featui-e of j^ractical 

 judging should be emphasized. 



Students should woi'k indejx'udently. Conversation and compari- 

 son of scores are to be avoided while the work is being done. The 

 teacher should use his judgment in detei-mining whether his time 

 mav be s|)ent better in aiding the students or in scoring the aniinal 

 as a basis for checking tlx'ir results. 



