2 BULLETIN 646^ U. S. DEPAETMEXT OF AGEICULTUEE. 



losing lessons are outlined. Each lesson topic affords ample material 

 for one or more recitation periods. 



Practical exercises. — The principles set forth in these lessons should 

 be given practical application by the pupils in the growing of pigs at 

 home. Such practice is usually denominated "home project" work. 

 Suggestions in this connection under the heading "Practical exer- 

 cises," are given with each lesson. Each member of the class should 

 have charge of one or more pigs or assume responsibility for the care 

 of hogs at home. 



References. — The publications referred to ma} T be had from the 

 United States Department of Agriculture, "Washington, D. C, so long 

 as available. Teachers and pupils should write to the State college 

 of agriculture for publications on the subject. All reference material 

 possible should be secured at the beginning of the year. 



Correlations. — Some suggestions are made in connection with each 

 lesson topic as to the utilization of this subject in vitalizing the other 

 subjects in the school curriculum. These correlation suggestions are 

 not intended as a part of the lesson in connection with which they 

 appear, but should be used with recitations in the other subjects. 

 Teachers in rural schools should take advantage of every opportunity 

 to give purpose to school instruction by connecting it with the prob- 

 lems at the homes of the pupils. 



Note to the teacher. — To make most effective the teaching of the lesson topics 

 found in this publication the following points should be kept in mind and observed: 

 (1) A monthly or seasonal sequence plan should be followed in the presentation of 

 topics; (2) simple classroom exercises such as the working out of feeding rations 

 should be performed; and (3) members of the class should cany on home work with 

 pigs for profit. To have real educational value this home work should meet the 

 following requirements : (a) The work with pigs should be a part of the regular instruc- 

 tion in agriculture ; (b) a definite plan should be followed in raising, feeding, and 

 managing pigs; (c) the parents of pupils should agree to and approve the home work 

 of pupils: (d) the home work should be carefully supervised by some competent 

 person; and (e) detailed records of labor, methods, expenditures, and incomes should 

 be kept and reported upon in writing by the pupil. 



LESSON I. 



TOPIC: TYPES AND BREEDS. 



Time. — Early fall. 



Lesson outline. -There are two types of swine, namely, the fat or 

 lard type, and the bacon tj^pe. Both types are found to a greater or 

 less extent in most parts of the country and are the outcome of local 

 conditions rather than market requirements. The lard type prevails 

 in sections where corn is used as the principal feed, and the bacon 

 type is generally found on farms where corn is scarce and market 

 conditions warrant the production of this type of hog. 



The lard type (fig. 1 ) of hogs is one which has a compact, thick, deep, 

 smooth body and is capable of fattening rapidly and maturing early. 



