82 PROCEEDINGS OF THIRTY-THIRD FRUIT-GROWERS ? CONVENTION. 



lature of the State of Wisconsin how much milk he spoiled every year 

 in the dairy school. I would not dare to even figure on how much good 

 stuff we are going to spoil at Davisville. 



(The hour for adjournment having arrived, the Chairman reluctantly 

 brought the discussion to an end and a recess was taken until 1 :30 

 o'clock P. M.) 



AFTERNOON SESSION-SECOND DAY. 



Wednesday, December 4, 1907. 



THE CHAIRMAN. Professor Wickson desires to say a few words 

 further on the subject we were discussing before we took our recess. 



PROFESSOR WICKSON. I was complaining to the President at 

 noontime that there was one thing I omitted to say this morning in the 

 answer to Mr. Berwick's claim that that farm ought to be run as an 

 income-payer. I perhaps conveyed the idea that we did not expect to 

 do anything in that direction. Of course, that is wrong. The farm 

 will be run on commercial principles with certain products and certain 

 crops and at times when the special facilities are not directly used in 

 instruction, and there will be an income, which, of course, will go into 

 the funds for the maintenance. The creamery will be run as a com- 

 mercial creamery all the year around, taking the milk from the Uni- 

 versity herd and buying milk from the farmers roundabout, so that 

 that will be run for income on straight commercial principles. But 

 during the time that that creamery is used primarily for instruction 

 and men are employed to elucidate the operations and to expound the 

 science involved in the handling of milk, and when the pupils them- 

 selves are required, as they will be, to take certain portions of milk and 

 actually make certain butter and cheese themselves, then, you see, con- 

 ditions come in that will militate against income to a certain extent? 

 because the product which they make out of that milk will not be 

 good. So that there is a divided motive in operation, and the idea of 

 managing things economically for income is not lost sight of at all. 

 But when it is clearly stated that the expenditure for instruction is 

 something which one does not have to meet on a producing farm — and 

 it is mainly for two things: first, the cost of instruction; second, the 

 irregularity of the product and sometimes the actual spoiling of the 

 product by those who are trying to learn; and those two together intro- 

 duce an element of cost which is altogether at enmity with the idea of 

 making the thing a successful producing establishment throughout. 



