2 UULLETIN 646, U. S. DEPARTMENT OF AGRICULTURE. 
lowing 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- 
DO O 
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 may 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. AU 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 carry 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; (h) 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 type. 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, 
